Teachers’ sharing of picture books is a quintessential activity in early childhood classrooms, and has been found to be predictive of children’s language and literacy skill development. Although most research, to date, has focused on the manner in which preschool teachers share text-based books with their students, recent work has recommended that teachers include wordless books as part of their classroom book sharing routines. Yet, little is known about how the absence of text might influence teachers’ discourse styles. The present study, thus, explored the discourse styles used by preschool teachers of Latino dual-language learners when sharing both text-based and wordless picture books with their class. Results showed that, while there were common features across both book types, when sharing wordless books teachers tended to adopt a more co-constructive style, by asking questions and supporting children’s participation in the sharing of the story. At the same time, they were more likely to elicit predictions and analyses from the children. The findings highlight the importance of including wordless books in preschool classroom book sharing interactions, especially in classrooms serving dual-language learners.

在幼儿课堂上，教师分享图画书是一项典型的活动，并且发现该书可以预测儿童的语言和读写能力的发展。尽管迄今为止，大多数研究都集中在学龄前教师与学生共享基于文本的书的方式上，但最近的工作建议教师将无单词书作为其课堂书共享例程的一部分。然而，关于缺少文本如何影响教师的话语风格的知之甚少。因此，本研究探讨了拉丁裔双语言学习者的学龄前教师与班级共享基于文本和无单词的图画书时所使用的语篇风格。结果表明，尽管两种类型的书籍都有共同的特点，在分享无语书籍时，教师往往会通过提问和支持儿童参与故事分享来采取更具共建性的方式。同时，他们更有可能从孩子那里得到预测和分析。研究结果突出显示了在幼儿园的课本共享互动中包括无字书的重要性，尤其是在为双语学习者提供服务的教室中。