The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs)
DOI:
https://doi.org/10.52242/gatesol.53Keywords:
Home Literacy Practices, Language, Dual Language Learners, Latino, Drama, Cognition, Teacher ReportAbstract
This study examined the connection between drama, language, and cognition in 61 preschool Latino children. Parents and teachers completed surveys and observations of children’s behaviors. Results showed that parent home language and literacy practices and beliefs about drama integration were related to children’s cognition. Recommendations for practice are presented.
References
August, D. & Shanahan, T. (Eds.) (2008). Developing reading and writing in second-language
learners: Lessons from the report of the National Literacy Panel on language-minority children and youth. New York, NY: Routledge.
Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition.
Cambridge, UK: Cambridge University Press.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2011).
Research Brief #6. Language and literacy development in dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2011).
Research brief # 7. Social-emotional development in dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2014).
Research brief # 11. The cognitive development of young dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Cohen, J. (1989). SETCOR: Set Correlation Analysis: A supplementary module for SYSTAT and
SYNGRAPH. Evanston, IL.: SYSTAT.
Diamond, A., Barnett, W., Thomas, J., & Munro, S. (2007, November 30). Preschool
program improves cognitive control. Science, 318, 1387– 1388.doi:10.1126/science.1151148
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Caldero´n,
M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171–190. doi:10.1017/ S0142716406070093
Author (2014). Environmental contributions to language and literacy outcomes in bilingual
English-Arabic children in the U.S. In: Handbook of Arabic Literacy. Springer Netherlands, pp. 351-379.
Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children:
Implications for the teacher-child relationship on second language learning. Early Childhood Education Journal, 35, 47-54.
Gioia, G., Epsy, K. & Isquith, P. (2002). Behavior Rating Inventory of Executive Function,
Preschool Version (BRIEF-P). Odessa, FL: Psychological Assessment Resources.
Goldenberg, C., Hicks, J., & Lit, I. (2012). Teaching young English Learners. In R. Reutzel
(Ed.) Handbook of research-based practice in early childhood education, pp.140-160. Guilford Press.
Hammer, C. S., Davison, M.D., Lawrence, F.R., & Miccio, A.W. (2009). The effect of
maternal language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13, 99-121.
Magnuson, K., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of
immigrants. Social Science Quarterly, 87 (5), 1241-1262.
National Center for Education Statistics (NCES, 2015). The condition of education 2015 (NCES
2015-144), English Language Learners.
Páez, M. M., Tabors, P.O., & Lopez, L. M. (2007). Dual language and literacy development of
Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28, 85-102.
Turney, K. & Kao, G. (2009). Prekindergarten childcare behavioral outcomes among children of
immigrants. Early Childhood Research Quarterly, 24 (4), 434-444.
learners: Lessons from the report of the National Literacy Panel on language-minority children and youth. New York, NY: Routledge.
Bialystok, E. (2001). Bilingualism in development: Language, literacy and cognition.
Cambridge, UK: Cambridge University Press.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2011).
Research Brief #6. Language and literacy development in dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2011).
Research brief # 7. Social-emotional development in dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Center for Early Care and Education Research-Dual Language Learners (CECER-DLL; 2014).
Research brief # 11. The cognitive development of young dual language learners: A critical review of the research. Chapel Hill: The University of North Carolina, FPG Child Development Institute, Author.
Cohen, J. (1989). SETCOR: Set Correlation Analysis: A supplementary module for SYSTAT and
SYNGRAPH. Evanston, IL.: SYSTAT.
Diamond, A., Barnett, W., Thomas, J., & Munro, S. (2007, November 30). Preschool
program improves cognitive control. Science, 318, 1387– 1388.doi:10.1126/science.1151148
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Caldero´n,
M. (2007). The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28, 171–190. doi:10.1017/ S0142716406070093
Author (2014). Environmental contributions to language and literacy outcomes in bilingual
English-Arabic children in the U.S. In: Handbook of Arabic Literacy. Springer Netherlands, pp. 351-379.
Gillanders, C. (2007). An English-speaking prekindergarten teacher for young Latino children:
Implications for the teacher-child relationship on second language learning. Early Childhood Education Journal, 35, 47-54.
Gioia, G., Epsy, K. & Isquith, P. (2002). Behavior Rating Inventory of Executive Function,
Preschool Version (BRIEF-P). Odessa, FL: Psychological Assessment Resources.
Goldenberg, C., Hicks, J., & Lit, I. (2012). Teaching young English Learners. In R. Reutzel
(Ed.) Handbook of research-based practice in early childhood education, pp.140-160. Guilford Press.
Hammer, C. S., Davison, M.D., Lawrence, F.R., & Miccio, A.W. (2009). The effect of
maternal language on bilingual children’s vocabulary and emergent literacy development during Head Start and kindergarten. Scientific Studies of Reading, 13, 99-121.
Magnuson, K., Lahaie, C., & Waldfogel, J. (2006). Preschool and school readiness of children of
immigrants. Social Science Quarterly, 87 (5), 1241-1262.
National Center for Education Statistics (NCES, 2015). The condition of education 2015 (NCES
2015-144), English Language Learners.
Páez, M. M., Tabors, P.O., & Lopez, L. M. (2007). Dual language and literacy development of
Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28, 85-102.
Turney, K. & Kao, G. (2009). Prekindergarten childcare behavioral outcomes among children of
immigrants. Early Childhood Research Quarterly, 24 (4), 434-444.
Downloads
Published
10/19/2017
Issue
Section
Empirical Research or Literature Reviews
How to Cite
The Connection between Drama, Language, and Cognition in Preschool Dual Language Learners (DLLs). (2017). GATESOL Journal, 27(1). https://doi.org/10.52242/gatesol.53