Teachers' Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners.

Megan Chan, Maria Belen Buttiler, Francis Yang, Jerry Yang, Yuuko Uchikoshi, Qing Zhou

Abstract read

In one paragraph

Article in Children (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it

0cells of the map it votes in

2citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

Introduction to the Special Issue on Improving Early Childhood Nurturing Care to Support Childhood Development and Adult Health.Children (Basel, Switzerland) · 2023
Article
Reasons for migration, parental acculturation, and language: the case of Chinese American and Mexican American parents and dual language learners.Frontiers in psychology · 2023
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Megan ChanDepartment of Psychology, University of California, Berkeley, CA 94720, USA.ORCID 0000-0002-4257-4534

Maria Belen ButtilerSchool of Education, University of California, Davis, CA 95616, USA.ORCID 0000-0003-1977-3313

Francis YangDepartment of Psychology, University of California, Berkeley, CA 94720, USA.

Jerry YangKai Ming Head Start, San Francisco, CA 94103, USA.

Yuuko UchikoshiSchool of Education, University of California, Davis, CA 95616, USA.ORCID 0000-0003-3455-1698

Qing ZhouDepartment of Psychology, University of California, Berkeley, CA 94720, USA.ORCID 0000-0002-8734-5081

Funding

Bilingual and Socio-Emotional Development in Dual Language LearnersR01HD091154 · NICHD · UNIVERSITY OF CALIFORNIA BERKELEY · PI UCHIKOSHI, YUUKO, ZHOU, QING · 2018 to 2022

$2.9M

NICHD NIH HHS R01 HD091154NIH HHS R01HD091154

6 · The paper itself

Abstract

Dual language learners (DLLs) are sensitive to teachers' language influence in early childhood classrooms. In this mixed methods study incorporating 53 teachers from 28 preschools in Northern California, we investigated the characteristics of teachers' language use in preschools teaching Chinese-English and Spanish-English DLLs. We further examined the links of teachers' language use to the DLLs' expressive vocabulary in English and their heritage language (HL), controlling for home language exposure and other confounding variables. Finally, we conducted interviews with teachers to understand how they make meaning of their daily language practices. The sample of children consisted of 190 Chinese-English (

Indexed as

DLLsHead Startlanguage usemultilingualismpreschool teachers

Identifiers

PMID36553315

DOI10.3390/children9121871

PMCPMC9776554

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LicenceCC BY

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.