Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH

Author

Maria C. Chouinard, University of New HampshireFollow

Date of Award

Spring 2022

Project Type

Senior Honors Thesis

College or School

COLA

Department

Education

Program or Major

French

Degree Name

Bachelor of Arts

First Advisor

Judy Sharkey

Abstract

Demographic shifts in the US over the last two decades have increased the diversity gap between teachers and their students. The majority of multilingual children entering US public schools face the challenge of learning academic content in not just one, but two languages. Despite many of the positive effects of being bilingual, Dual Language Learners (DLLs) often face more challenges in education achievement and opportunities than their monolingual English-speaking peers. A key factor of this challenge is the fact that DLLs tend to have monolingual English-speaking peers, and teachers have been shown to play a critical role in student learning.

Through surveys, interviews, and classroom observations, this study explores to what extent NH teachers of DLLs understand and enact research-based practices known to develop oral language. Contextual factors such as level of administrative support and availability of resources in students’ first languages were also identified as affecting teachers’ practices.

Research such as this aims to shed light on whether or how research-based practices are making their way into classroom practices. The implications will shed light on the needs for teacher and administrator preparation.

Recommended Citation

Chouinard, Maria C., "Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH" (2022). Honors Theses and Capstones. 614.
https://scholars.unh.edu/honors/614