Exploring the Impact of Teacher Training in Indirect
Language Stimulation Techniques on the English
Language Development of ESL Students in Head Start
Preschools
Our Research in Progress
8th Annual Hawaii International Conference
Honolulu, Hawaii
January 7 – 10, 2010
Lead Presenter: Dr. Jannah Nerren
Authors /Researchers: C.Abel, J.Nerren, H.Wilson, L.Payne, D.Gottshall
Abstract
This randomized experimental study explores preschool teacher training in
indirect language stimulation techniques on the English language
development of Head Start preschool 4-year-old low SES and ESL
students (n = 80)
A 2-day language training workshop was provided to a random half of all
experienced Head Start preschool teachers of 4-year-olds in a rural city in
East Texas.
Results on the Peabody Picture Vocabulary Test of receptive oral English
language development (PPVT-4) and the Expressive Vocabulary Test
(EVT-2) following 6 months of implementation will determine impact
comparing differences in mean growth between the intervention and
control group classrooms.
Of particular interest is the impact of these strategies on ESL students.
English Language Learners are the
fastest growing population in our
schools.
Over 400 language variations are spoken
in today’s schools; 1 in 5 is Hispanic
(Pew Census 2006).
Bilingual education is not
always an option.
Some parents prefer early
emphasis on English
instruction.
Some children do not have
a strong foundation in
their first language &
would benefit from
intervention.
A strong foundation in the first
language supports future learning
success at school. (Collier &
Thomas, l997; Cummins, 2001).
Unfortunately, many English Language
Learners (ELL) are poor, especially
the increasing numbers of immigrant
youth in our preschools (Hadaway,
2004).
Children living in poverty typically hear
half as many words per hour as the
average-working class child, and
many of these communications are
negative (Hart and Risley, 2003)
There is evidence suggesting language
transfers both ways:
teach English to ESL children
 transfer into first language
 could improve both languages

(August & Shanahan, National Literacy
Panel 2006, p.214).
Transferring English into a first language that is not well developed might
help ESL preschoolers with limited opportunities to learn language at
home.
If we teach English to ESL
and low SES preschoolers
using language stimulation
techniques, will it improve
English development for
these children?
This study set out to explore the answer to this question.
We are hoping to give ESL and low SES preschoolers a
“jumpstart” in English.
Preschoolers acquire English more easily where there
are knowledgeable sensitive teachers to facilitate
its development (Morrow, 2008; Bohannon &
Bonvillian, 2000; National Reading Panel 2000;
Ramirez, 1991).
The training in this study demonstrates
how to support children’s earliest attempts to
use language by:
saying what the child says that mirrors
the child’s attention and
responding to all attempts to
communicate
Language is facilitated best when teachers continue topics introduced by the
child (Snow, l998).
The training in this study includes the ExtensionPlus technique where adults use and extend the words
children use.
Language develops best in a rich environment with opportunities to use
language (Dickinson, 2001)
The training in this study emphasizes the
importance of developmentally appropriate play
centers to maximize language engagement.
Tinajero (1998) suggests a teacher who knows how language develops
can be even more effective than a teacher who knows the child’s
language!
BUT many trained teachers have a
tendency to say too much.
This training corrects for the
problem encountered in previous
studies where adults became too
complex and wordy when attempting to
support children’s language (Tysbina et
al. 2006).
This study follows on the heels of a pilot study conducted last year
(Abel, Nerren, Gottshall, Payne, Wilson, 2010 in progress).
In that study, we explored the impact of teacher training on ESL
teachers.
Three statistics experts reviewed our results.
Although PPVT-4 scores improved, they were not found to be
significant.. The effect size, however, did suggest further study was
warranted.
Pilot studies help us get the bugs out and direct us toward larger
more solid and useful research.
The present study corrects for limitations of the first study in
several ways.
_________________________________________________________________
PROBLEM ONE: ESL teachers already knew many of the training techniques.
Knowledge of Training Techniques
1st study
present study
ESL Teachers
Head Start Teachers
NOT ESL certified
45 – 78%
33%
70 – 96%
26%
PRE-TEST
GAINS
PROBLEM TWO Hurricane Ike forced delay of pretesting the
students, allowing treatment to take effect before it could be
captured.
In the present study, pre-testing of students was completed
BEFORE training was offered to treatment teachers.
The EVT was added to the PPVT to test BOTH receptive and expressive
English language development.
We began both studies by locating interested teachers to
receive the training.
In both studies, ALL teachers expressed interest in
receiving the training which indicates a need for this
type of professional development.
We randomly divided our teachers into 2 groups.
Half became the treatment
group to receive the training.
The other half became our control
group—they would not.
We promised to give them
the training after the study.
The TREATMENT group of teachers
received
2 days of training , using Ed.
Productions’ Good Talking With You
Video series.
Teachers were pre and post tested on
their knowledge of the training
techniques.
This test had been constructed with input
from experts.
Training was a success in both studies,
but pretest scores indicated the need
for language training for the NONESL certified Head Start teachers in
the present study may be greater.
In the FALL, teachers began integrating the newly
learned strategies into their regular classroom
teaching. Control classroom teachers continued to
teach as usual.
To ensure fidelity to the treatment, random brief visits
were made to treatment classrooms.
Change: Study 2
The observer (trainer) ALSO took time to review and support
the use of learning strategies in treatment classrooms
during these visits
This rubric used to assess level of fidelity had been developed
and field tested by the researchers. Scores ranged from zero
(no use of strategies) to 5 (excellent use of language
techniques).
In the SPRING, all students in control & treatment classrooms
will be post tested using the same assessments— PPVT-4
and EVT-2.
Particular attention will be paid to ESL student gains.
Impact for the present study will be posted here:
www.education.sfasu.edu/ele/classes/abel/language/HEADSTARTresults.html
Thank you
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