Knowledge of DLL Statements used by the teacher that indicate knowledge of the characteristics of DLL language Learners
Differentiating strategies for DLL
Statements describing the strategies the teacher uses for differentiating needs of DLL language development
Positive instructional experiences
Statements describing positive feedback from DLLs in response to strategy, particular lesson.
Acknowledgement of the importance of the home language
Statements acknowledging the importance of home language
Use of home language to support instruction
Statements or example shared of how the pre-k teacher uses the home language of DLL to support instruction
Teacher
language modeling
Modeling and or Language expansion
Opportunities noted of teacher modeling with expectation of child responding Teacher questioning
strategies
Different questioning techniques discussed to facilitate dual language learners; language and literacy
Building background knowledge academic vocabulary
Specific opportunities and experiences noted to build vocabulary. For example
Creating a
supportive classroom environment
Provides statements that provide children with frequent, engaging learning activities. Teacher describes strategies to provide positive classroom environment to support DLLs language development (Ex. Culture artifices. May include physical environment use of small groups)
Child Affirmation
Providing opportunities of leadership in order to promote language and literacy
Social emotional considerations when promoting language
Statements or acknowledging or examples given that describes social emotional consideration of social and emotional well-being of the child
Professional opportunities to grow in knowledge of DLLs
Examples of how prekindergarten teacher uses opportunities to grow in knowledge of DLLs
Perceived barriers Statement of frustration around instructing DLLs language and literacy of DLLs: For example, time, testing
APPENDIX J: THEMATIC CHART
Theme Subcategories Interview Data
Teacher Self-Efficacy through Instructional Successes
Instructional success through student feedback
I love to go over to the students during center time and listen to their conversation, and listen to how they are using words or phrases from the poem or book we have read. I just love to see how they interact with each other with the new words they are learning.
Reading the book several times and different versions really helps to reinforce the language and that’s great BUT I get
goosebumps when I go to the library with the kids and they pick the very same story that we've read before.
Instructional successes through the knowledge and skills of DLLs
I always try not to jump to conclusions because I know DLLs go through a quiet period where we're I and the speech language pathologist are going, "Okay. We're going to just wait." I then have to provide
opportunities to help me tease that out. I know that getting to know the child and providing opportunities to talk helps. Confidence in instructional
practices
I feel confident about my instructional practices. I think I have enough knowledge. But, like I said, I think I can always learn more. And I feel like that with anything with teaching.
Instructional Strategies Used
Enhanced Language Practices
Using sentence structures and sentence starters to help them with that language too. So if they want something, instead of just going and taking it, saying, "I want ..." and modeling that language so they can fill in the blank. Then asking them them to repeat the whole sentence after they've filled in that sentence. Home and School Connections Bringing the home to
School through asking parents to send in nursery rhymes or favorite books in their home language is important because the home is that safety blanket and I want the kids to know there is a connection.
I let parents know that their home language is valuable and I am interested in what they know so they can speak to them at home in their home language when they do Positive Learning Environments I want to create a space where my
DLL students know they are accepted whether they speak English or not. They still have a place in my classroom and my ideas are still valuable whether I want to speak out loud to anybody. So sometimes if they don't want to talk, they'll talk to the microphone. They'll talk to one of my bears, things like that. To give them just a safe place.” Grace
I think letting DLLs know they are valued and their language is important.
Contextual Factors Influencing
Self-Efficacy
Consideration of the Whole Child
I think that's one of the overarching characteristics is
having the child feel comfortable in terms of building up that trust and rapport before really
expecting a lot in terms of their academic language and learning.
If I have my DLL friends that are all about that block center, this is where they want to be, what can we do to incorporate something that they already feel comfortable with doing in the classroom so we can encourage them to talk, talk, talk, talk.
When supporting DLLs with their language you can plan but it needs to be real. It needs to be organic. I think a lot of it, especially with language, you can't always prepare. You can't always prepare, but experience I think does help. I think as a teacher over the years has helped me be better supporting their language.
Listening to what they say to you and going back and following through on those questions and asking them so that you, "My teacher knows me. My teacher hears me and my teacher is a safe person for me."
Collaborative Experiences We're always collaborating by asking the following. "What is your experience with DLs? How can I support you? How can we support each other?" Would you like me to come in and model a lesson for you?” My ESOL teacher is great!
Our ESOL teacher plans with us. And she's like the keeper of the
Learning objectives. We teach together, and we co-teach. . But there is that interaction that we have regularly. So that's where I acquire most of my strategies, from the teachers we partner with.
Professional Development I have taken a lot of professional development courses, but what really helps me is when I have someone in my room who I can observe the strategies that works. Sometimes my materials from workshops get filed away.
Every year we do some type of training that supports teachers with working with DLLs. These courses can be through the Head Start program or at our schools. They can range from trainings about strategies we can use with DLLs or about culturally
understanding our DLLs and their families.
Every year we do some type of training that supports teachers with working with DLLs. These courses can be through the Head Start program or at our schools. They can range from trainings about strategies we can use with DLLs or about culturally
understanding our DLLs and their families.
Perceived Barriers Prevent. Sometimes I feel like there is that crunch of testing and assessment, and curriculum, you got to go, go, go. We're whizzing through stuff when I want to spend more time on it.
I think it is easier to instruct when you have DLLs who speak the same language versus if I had six, seven, eight languages in one class. That can be challenging to equitably meet their needs.
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