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Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom

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Abstract

Increasing numbers of Spanish-speaking preschool children require attention to improve the likelihood of success in school. This study, part of a larger 2-year ethnographic study of a Head Start classroom, elaborates the role of teachers’ interactions with students who were learning English. Using an interactional ethnography approach, the authors focus on the social nature of these interactions. The study illuminates the kinds of teacher interactions with students that support and hinder the students’ language learning. It reinforces the importance of student engagement in social interactions with teachers and with English other than codes of obedience and authority. Finally, it recommends actions teachers can take to provide optimal circumstances for English learning interactions for students.

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Notes

  1. All the names presented are pseudonyms.

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Authors and Affiliations

  1. Department of Teacher Education, California State University, Long Beach, 1250 Bellflower Blvd, Long Beach, CA, 90840-2201, USA

    Ruth Alfaro Piker

  2. University of Michigan, 2014 School of Education, 610 E. University, Ann Arbor, MI, 48109-1259, USA

    Lesley A. Rex

Authors
  1. Ruth Alfaro Piker
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  2. Lesley A. Rex
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Correspondence to Ruth Alfaro Piker.

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Piker, R.A., Rex, L.A. Influences of Teacher–Child Social Interactions on English Language Development in a Head Start Classroom. Early Childhood Educ J 36, 187–193 (2008). https://doi.org/10.1007/s10643-008-0267-y

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  • DOI: https://doi.org/10.1007/s10643-008-0267-y

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