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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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Activity Structure in Preschool Classrooms and Children’s Language Change ...
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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Using Peer-models and AAC to Increase Expressive Vocabulary in Preschool Children with Developmental Delays
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In: Electronic Theses and Dissertations (2022)
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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
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In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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Re-examining Writer’s Workshop for Emergent Writers in Kindergarten for the Inclusion of Developmentally Appropriate Practice
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In: Culminating Experience Projects (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Exploring Mobile Screen Media Use Among Preschoolers and the Implications for Supporting Children’s Early Language and Literacy Skills
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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Spelling Intervention Strategies: What Works Best?
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In: Theses/Capstones/Creative Projects (2022)
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Queer Synthetic Curriculum for the Chthulucene: Common Worlding Waste Pedagogies
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In: Catalyst: Feminism, Theory, Technoscience; Vol. 8 No. 1 (2022): Special Section: Global Fertility Chains and the Colonial Present of Assisted Reproductive Technologies ; 2380-3312 (2022)
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Searching for Mirror Books for Young Asian/Asian-American Children with Disabilities
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In: Asian American Literature: Discourses & Pedagogies (2022)
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Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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The Literacies of Child-Led Research: Children Investigating and Acting on Their Worlds
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Abstract:
This study explored the interplay between early learning and development standards (ELDS) and emergent bilingual learners (EBLs) in PreK classrooms in Boston, Massachusetts. The study explored how preschool teachers and policy experts understand ELDS, and how teachers integrate ELDS with their practice generally, and specifically with regard to EBLs. To do so, it sought to understand the ways in which EBLs are positioned in Massachusetts’ ELDS; how ELDS are understood, perceived, and enacted in general education, sheltered English immersion (SEI), and dual language PreK classrooms; and how state and district level education policy experts perceive the relationships between Massachusetts language policy, ELDS, and the needs of young EBLs. The study contextualized ELDS within a sociocultural framework in order to provide an understanding of the role of standards in the early education of EBLs. Employing qualitative interviews and a review of ELDS documents, the study was situated within the context of the Massachusetts 2002 Question 2 legislation, which banned bilingual education and instead instituted SEI classrooms. The researcher found that Vygotsky and Rogoff’s sociocultural theories of learning were helpful in framing understandings of ELDS in their development and in practice. Using this lens allowed for depth in understanding the power dynamics in the development of ELDS, including reflecting on the dominant benchmarks considered in the writing of standards. As part of a systemic approach to educational equity, ELDS should be carefully reviewed within the context of a Eurocentric orientation in order to influence their nature. Using a sociocultural theoretical lens also allowed for depth in understanding ELDS implementation, including how children’s native languages and cultures are impacted by perceptions of EBL ability and achievement. The study offers suggestions including: reviewing and consolidating standards; changes to education and professional development (pre-service and in-service); policy changes in entry procedures for EBLs; more nuanced understandings of the inherent biases that undergird serving this population equitably; a heteroglossic view of dual language assessments; increasing workforce diversity; supporting paraprofessionals; improved communication with families; increased monitoring and feedback of ELDS; reconciling state and district early childhood work expectations; and an increased policy focus on EBLs.
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Keyword:
Bilingual; Early childhood education; Education; Education and state; Preschool; Preschool teachers; School management and organization
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URL: https://doi.org/10.7916/d8-79xf-sx22
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