Child Care and Early Education Research Connections

Skip to main content

Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA)

Share
Description:
The mounting numbers of young Hispanic children in the United States (now about 25% of those under five) require unique considerations in efforts to meet their particular needs for preschool education. Among the most agreed upon practices to address these needs are the provision of strategic and intentional interactions in English with use of children’s home languages (HLs) for instruction. However, challenges include the capacity among the workforce to deliver instruction in two languages and whether assistant teachers may be relied on to provide HL instruction. Further, to assess the quality of interactions deemed best for dual language learners (DLLs) use of an observation tool explicitly designed to understand these contexts for DLLs is warranted. The purpose of this study was to examine the relative effectiveness of different teacher and assistant teacher bilingualism combinations on teaching practices as assessed using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA; Freedson, Figueras, & Frede, 2009), a tool specifically designed for measuring language supports for preschool DLLs. Results indicate that classroom quality scores relative to staff language configurations differed with Spanish-speaking lead teacher pairs, earning significantly higher scores than the other staff language configuration groups. Associations between the CASEBA and children’s English and Spanish receptive vocabulary scores were also examined, revealing a relationship between assistant teacher’s home language use and English receptive vocabulary scores. These findings present a springboard for policy conversations regarding the supply and demand of bilingual teachers and teacher assistants, preservice training and professional development, and the ways in which a specific classroom observation tool can inform all of these areas. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Child care providers’ reflections on quality improvement: District of Columbia Child Care Policy Research Partnership Study

Reports & Papersview

An overnight educational transformation: How did the pandemic turn early childhood education upside down?

Reports & Papersview

Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness

Reports & Papersview
Release: 'v1.9.0' | Built: 2022-06-13 15:23:18 EDT