西班牙语-英语新兴双语儿童的课堂语言互动:潜在特征法

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-07-08 DOI:10.1007/s10643-024-01712-x
Natalia M. Rojas
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引用次数: 0

摘要

尽管课堂语言互动对儿童的入学准备技能非常重要,而且讲西班牙语的新兴双语儿童(EBs)面临着入学准备方面的差距,但该领域对他们在幼儿教育(ECE)课堂中的课堂语言互动却知之甚少。本研究在传统的课堂互动观察方法的基础上,运用以儿童为中心的分析方法,根据录音资料,确定了幼儿双语者课堂语言互动的特征,即他们的发声以及与教师和同伴的轮流对话。数据来自 2020-2021 学年 20 个幼教班级和 171 名幼儿(3 至 4 岁)。通过对幼儿班儿童全天语言环境录音中的变量进行潜特征分析,确定了三种特征:(1)有限的课堂语言互动(58%);(2)与教师进行对话(14%);(3)发声并与同伴进行对话(28%)。被归入第二种情况的 EB 儿童不太可能说西班牙语,他们的老师也不太可能说西班牙语,但与第一种情况的 EB 儿童相比,他们更有可能听到更多的单词。第三类 EB 儿童的年龄比第一类 EB 儿童大。鉴于大多数幼儿在语言互动方面受到限制,研究结果表明,必须增加幼儿与教师和同伴进行轮流对话的机会,并为幼儿提供更多支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Spanish-English Emergent Bilingual Children’s Classroom Language Interactions: A Latent Profile Approach

Despite the importance of classroom language interactions for children’s school readiness skills and the school readiness gaps faced by Spanish-speaking emergent bilinguals (EBs), the field knows little about their classroom language interactions in early childhood education (ECE) classrooms. Expanding upon traditional approaches of observing classroom interactions, this study applies a child-centered analytic method to identify profiles of EBs classroom language interactions, characterized by their vocalizations and conversational turn-taking with teachers and peers, based on audio recordings. Data were drawn from 20 ECE classrooms and 171 EB children (ages 3 to 4) during the 2020–2021 school year. Latent profile analysis using variables from all-day recordings of EB children’s language environment identified three profiles: (1) limited classroom language interactions (58%); (2) engaging in conversations with teachers (14%); and (3) vocalizing and engaging conversations with peers (28%). EB children categorized to the second profile were less likely to speak Spanish and have teachers who spoke Spanish but were more likely to hear more words than EBs in profile 1. EBs children in profile 3 were likelier to be older than EBs in profile 1. Given that most EBs were in a profile of limited language interactions, the findings suggest the importance of improving opportunities and providing more support for EBs to engage in conversational turn-taking with their teachers and peers.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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