Resource Library
Instructional Practices and Supports of Emergent Multilingual Learners in Universal Prekindergarten Classrooms in New York City
Description
This study, implemented during the 2017-18 and 2018-19 school years, sought to examine teacher practices in support of EMLs in New York City Universal Prekindergarten (UPK) classrooms, as well as workforce characteristics and professional learning opportunities provided to UPK teachers and program leaders. Using structured, direct observations of 50 UPK classrooms, we examined: (1) the quality of teacher-child interactions in terms of emotional support, classroom management, and instructional support, measured by the Classroom Assessment Scoring System (CLASS), and (2) the extent to which teachers nurtured a culturally and linguistically responsive environment and supported EMLs’ acquisition of English and home language, measured by the Classroom Assessment of Supports for English Language Acquisition (CASELA). Additional survey data was collected to examine workforce characteristics and professional supports related to preparation, professional development, and ongoing job-embedded support. Please see the resources section below for the final report.
Design
Study design: Quantitative, descriptive
Sampling method: stratified random sampling
Sample size: 50 classrooms from 50 UPK sites
Instruments: CLASS & CASELA
Procedure: Researchers will be trained by certified trainers to use both instruments. Reliability established prior to site visits. Multiple cycles of observations or extended/repeated visits conducted at each site.
Data analyses: Descriptive statistics, Horizontal equity analysis, Cluster analysis, MANOVA
Researchers
Tiedan Huang, Ed.D., Assistant Professor, Graduate School of Education, Fordham University
Chun Zhang, Ph.D., Professor, Graduate School of Education, Fordham University
Caitlin Cole, Graduate School of Education, Fordham University
Contributing Institutions
Fordham University, Graduate School of Education
Resources
Tiedan Huang, Chun Zhang, & Caitlin Coe
This presentation was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.
Tiedan Huang, Chun Zhang, & Caitlin Coe
This poster was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.
Tiedan Huang, Chun Zhang, & Caitlin Coe
This handout was given at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The handout previews key findings from the study of Classroom Quality and Support for Dual Language learners in New York City.
Tiedan Huang, Chun Zhang, & Caitlin Coe
This report provides findings from the study of Classroom Quality and Support for Multiligual Language learners (EMLs) in New York City. The research, conducted from January 2018 to June 2019, finds that despite the high degree of emotional support, the gathering of EMLs background information, rich curriculum materials, and regard for student perspectives in the classrooms observed, there are opportunities for improvement in cultural inclusion and integration, assessment, and supports for EMLs’ home language.