Bidirectionality in Teacher Discourse Strategies among Preschool Dual Language Learners

学前双语学习者教师话语策略的双向性

• 批准号: 1911638
• 负责人: Natalia Rojas
• 金额: $ 13.8万
• 依托单位: Rojas, Natalia Margarita
• 依托单位国家: 美国
• 项目类别: Fellowship Award
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-09-01 至 2022-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1911638&HistoricalAwards=false
• 关键词: Bidirectionality; Teacher; Discourse; Strategies; among

This award was provided as part of NSF's Social, Behavioral and Economic Sciences Postdoctoral Research Fellowships (SPRF) program. The goal of the SPRF program is to prepare promising, early career doctoral-level scientists for scientific careers in academia, industry or private sector, and government. SPRF awards involve two years of training under the sponsorship of established scientists and encourage Postdoctoral Fellows to perform independent research. NSF seeks to promote the participation of scientists from all segments of the scientific community, including those from underrepresented groups, in its research programs and activities; the postdoctoral period is considered to be an important level of professional development in attaining this goal. Each Postdoctoral Fellow must address important scientific questions that advance their respective disciplinary fields. Under the sponsorship of Dr. Laurie Brotman at New York University School of Medicine, this postdoctoral fellowship award supports an early career scientist investigating relationship between teachers' use of discourse strategies and dual language learners (DLL) vocabulary and social competence development throughout the early childhood education (ECE) year - a time of, particularly rapid growth. The findings will further the fields' understanding of the complex relationship between DLL children's vocabulary and social competence skills and teachers' discourse strategies specifically from a bilingual rather than monolingual perspective. The long-term implication of this work is to reduce inequitable ECE experiences by improving the quality of teachers' practices that support DLLs unique developmental trajectories.DLLs, children who are acquiring their home language as they also learn English as a second language, are the fastest-growing segment of the child population in the United States, and their developmental skills have historically lagged behind monolingual English-speaking peers. Very little is known about whether teachers of DLLs are enhancing their discourse strategies (one of the more proximal determinants of children's development) to meet the unique linguistic and developmental needs of DLLs. Discourse processes may be bidirectional; with teachers' discourse strategies shaping as well as being shaped by the DLL children's developmental (vocabulary and social competence) characteristics. Yet, our understanding of the ways that teachers are adapting their discourse strategies with DLL children and how their discourse strategies with DLLs may shift throughout the ECE year, as DLL children improve in their vocabulary and social competence skills, is scarce. Using data from a larger study taking place in New York City, the present study will evaluate the simultaneous and bidirectional relationship between teachers' use of discourse strategies and its associations with DLLs' vocabulary and social competence development across three time points during an ECE year. By exploring the dynamic nature of teachers' use of discourse strategies and DLL children's skills development, the present work expands from the focus of the field on classroom practices, to try to unpack the complex relationship between language, practices, and learning, which is only partially understood. This study addresses methodological limitations of observational tools through the use of a novel child-level observational tool, which applies a developmental perspective to quality measurement that is sorely lacking for this growing population. Finally, elucidating the trajectory of discourse strategies and children's vocabulary and social competence development across multiple time points will provide a more nuanced understanding that can bear evidence for future research and interventions.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该奖项是NSF的社会，行为和经济科学博士后研究金（SPRF）计划的一部分。 SPRF计划的目标是为学术界，工业或私营部门以及政府的科学职业准备有前途的早期职业博士学位科学家。 SPRF奖项涉及在既定科学家的赞助下进行两年的培训，并鼓励博士后研究员进行独立研究。 NSF试图促进科学界各个细分市场的科学家的参与，包括来自代表性不足的群体的研究计划和活动；博士后时期被认为是实现这一目标的重要水平。每个博士后研究员都必须解决重要的科学问题，以推进各自的学科领域。在纽约大学医学院的劳里·布罗特曼（Laurie Brotman）博士的赞助下，这项博士后奖学金奖支持了早期的职业科学家，该奖项调查了教师对话语策略的使用与双语言学习者（DLL）词汇和社会能力发展，整个早期儿童期教育（ECE）年度 - 尤其是快速成长。这些发现将使领域对DLL儿童词汇和社会能力技能和教师的话语策略之间的复杂关系的理解，特别是从双语而不是单语言的角度来看。这项工作的长期影响是通过提高支持DLL的教师实践的质量来减少不平等的ECE体验。DLLS，因为他们还学习英语作为第二语言而获得家用语言的孩子，他们也是美国儿童人群中增长最快的发展阶段，其发展性的人数及其历史悠久的英语范围内的英语偏差，而单位倾向于单位偏见。关于DLL的老师是否正在增强其话语策略（儿童成长的近端决定因素之一），以满足DLL的独特语言和发展需求，对DLL的教师是否正在增强其话语策略（是更近的决定因素之一）。话语过程可能是双向的；随着教师的话语策略的塑造，并受到DLL儿童的发展（词汇和社会能力）特征的影响。然而，我们对教师与DLL儿童改编他们的话语策略的理解以及他们在ECE一年中使用DLL的话语策略如何变化，因为DLL儿童在词汇和社会能力技能方面的提高，这是稀缺的。利用纽约市进行的一项较大研究的数据，本研究将评估教师对话语策略的使用及其与DLLS词汇和社会能力在ECE年间跨三个时间点的词汇和社会能力发展之间的同时和双向关系。通过探索教师对话语策略和DLL儿童技能发展的动态性质，目前的工作从该领域的重点扩展到课堂实践，试图解开语言，实践和学习之间的复杂关系，这仅是部分理解的。这项研究通过使用一种新颖的儿童级观察工具来解决观察工具的方法论局限性，该工具将发展视角应用于质量测量，而质量测量值得不足以使这个不断增长的人群缺乏。最后，阐明话语策略的轨迹以及跨多个时间点的儿童词汇和社会能力发展的轨迹将提供更细微的理解，可以为未来的研究和干预提供证据。该奖项反映了NSF的法定任务，并认为通过基金会的知识分子和更广泛的影响来评估Criteria的评估。