ABSTRACT

Given the changing demographics of young children served by U.S. schools, educational equity practices must include ways of sustaining cultural heritage practices of children from ethno-linguistic, minoritized, and under-resourced communities. In the present study, we partnered with a bilingual Head Start serving mostly children of immigrant families from Latin American backgrounds to explore the effectiveness of a classroom-based oral storytelling program grounded in the cultural heritage practices of Spanish-speaking communities. We trained lead teachers (n = 12) in either an oral storytelling program or a storybook reading program. Research Findings: Analyses were conducted at the child level (n = 185) and provided initial evidence for the benefits of integrating oral storytelling in preschool classrooms to enhance the quality of teacher language input and support the development of children’s narrative skills. Practice or Policy: Findings contribute to our knowledge base on the differential effects of story sharing modality and have implications for the education of young Latine children.

摘要

鉴于美国学校服务的幼儿人口结构不断变化，教育公平实践必须包括维持来自民族语言、少数民族和资源贫乏社区的儿童的文化遗产实践的方法。在本研究中，我们与主要服务拉丁美洲移民家庭儿童的双语启蒙计划合作，探索以西班牙语社区的文化遗产实践为基础的课堂口头讲故事计划的有效性。我们在口头讲故事计划或故事书阅读计划中培训了主要教师 (n = 12)。研究成果：分析在儿童层面 (n = 185) 进行，并提供了初步证据，证明在学前班课堂中融入口头讲故事对提高教师语言输入质量和支持儿童叙事技能发展的好处。实践或政策：调查结果有助于我们了解故事分享模式的不同影响的知识库，并对拉丁裔儿童的教育产生影响。