To better understand the language environments of early childhood education (ECE) classrooms with dual language learners (DLLs), we examined the frequency with which adults use various language facilitation strategies, potential classroom characteristics that may predict teacher strategy use and the impact that teacher strategy use may have on DLL children's lexical and morphosyntactic skills. The study included 21 preschool classrooms and 69 children from a Latine background who spoke Spanish at home. Classroom observations were recorded at three different timepoints in one school year. A total of 14 strategies were of interest: English-General (n = 5), Spanish-General (n = 5), and DLL-Specific (n = 4) language facilitation strategies.

中文翻译：

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学前双语学习者的支持性语言策略：与早期语言结果的关联

为了更好地了解双语言学习者 (DLL) 的幼儿教育 (ECE) 课堂的语言环境，我们研究了成人使用各种语言促进策略的频率、可预测教师策略使用的潜在课堂特征以及教师策略的影响。使用可能对DLL儿童的词汇和词法技能有影响。这项研究包括 21 个学前班教室和 69 名来自拉丁背景、在家说西班牙语的孩子。在一个学年的三个不同时间点记录课堂观察。共有 14 种策略值得关注：通用英语 (n = 5)、通用西班牙语 (n = 5) 和 DLL 特定 (n = 4) 语言促进策略。