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The Association Between Peer and Teacher Interactions,  Classroom Factors, and the Social Participation of Dual Language Learners in Preschool

2019-2020

Principal Investigators: Jeffrey Trawick-Smith, Julia DeLapp
Student Researchers: Allison Lundy, Alyssa Barry, Abigail Bourdon, others TBD

This study seeks to determine the relative contributions of peer, teacher, and classroom variables on the growth of preschool dual language learners' (DDLs) social participation with peers in play over the course of a six-month period.

In the fall, an assessment of English language proficiency will be given to all children whose families indicate they speak or hear a language other than English at home. Video will be gathered on children identified as dual language learners to measure their baseline social participation levels in the fall and the end of the study. 

Additional video will be gathered to will examine the impact of the following variables on the level of social play involvement of DLLs:

  • Play spaces/centers chosen for play
  • Play materials
  • Size of play groups
  • Frequency and type of contacts with peers
  • Frequency and type of contacts with teachers
  • Degree of teachers' use of children's home languages

See more previous studies