Article2015

The use of Spanish by a monolingual kindergarten teacher to support English language learners

Luciana C. de Oliveira · Alsu M. Gilmetdinova · Carolina Pelaez-Morales

44 citations0/0 files storedLanguage and Education

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This article reports on a case study of a kindergarten, monolingual teacher and how she used Spanish, the home language of her Latino/a students who are English language learners (ELLs), in the classroom. The article focuses on how the teacher develops and uses her emerging knowledge of Spanish to scaffold students' learning, specifically when emphasizing instruction, reinforcing key concepts, checking comprehension, managing the classroom, relating to students and providing encouragement. This study provides evidence that monolingual teachers can develop skills to use students' home languages as an effective literacy teaching tool.

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References

1998Qualitative research and case study applications in education 2000Language, Power and Pedagogy 2000Language, Power And Pedagogy: Bilingual Children in the Crossfire 1994Foundations of Bilingual Education and Bilingualism 1988The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children 1996Negotiating Identities: Education for Empowerment in a Diverse Society 1981The Role of Primary Language Development in Promoting Educational Success for Language Minority Students 2001Using the First Language in the Classroom

Cited by

2019A Systematic Review of Teacher–Child Interactions With Multilingual Young Children 2016A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers 2019Scaffolds, signs, and bridges: Language ideologies and translanguaging in student-teaching experiences 2018Teachers’ Beliefs and Practices in Creating Multilingual Spaces: The Case of English Teaching in Norwegian Early Childhood Education 2021Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates

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