This exploratory study investigated the nature and distribution of dual-language preschool teachers' questions across parallel Spanish- and English-medium read-aloud activities. The notions of comprehensible input (CitationKrashen, 1985) and language output (CitationSwain, 1985), along with a reciprocal interaction model of teaching (CitationCummins, 2000), guided our understanding of teachers' use of questions to engage students in book-based extended dialogue in each target language. We utilized digital video recordings and field notes to capture the naturally occurring teacher–child interactions of read-aloud activities in two dual-language preschool classrooms over a period of two months. Findings revealed that teachers asked a variety of questions, exhibiting a multitude of functions and levels of cognitive challenge; however, question types were not equitably distributed across the two instructional languages as teachers asked significantly more inference-based and factual questions during Spanish-medium read alouds and more experience-based and word-focused questions in English-medium read alouds. Implications for practice are discussed.
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