Our research focuses on culturally and linguistically diverse children in a context of socioeconomic inequities

Bilingualtek: An Integrated Science-Language Instructional Approach for Latino Preschoolers (2021-2025)

In collaboration with East Carolina University and North Carolina State University

Funded by the National Science Foundation (NSF)

• This project addresses the need to minimize differences in science learning opportunities faced by low-income Latino preschoolers through the development and assessment of Bilingualtek (BT). BT is a multimedia-supported, integrated science-language instructional approach focused on engaging science experiences, enriched by three innovative, mutually supporting instructional practices: scaffolded science talk, culturally and linguistically responsive science shared readings, and e-books with multimedia supports for science and dual language learning in preschool.
• The project’s long-term objective is to foster academic achievement in Latino DLLs by developing synergetic science-language instructional approaches that build on the cultural and linguistic resources these children bring to their educational experiences in early childhood classrooms.
• The following objectives will be addressed in the project:
  1. Co-design and develop Bilingualtek’s content and components
  2. Co-design training materials to enhance the fidelity of the teacher’s implementation of Bilingualtek.
  3. Conduct an intervention study to evaluate all aspects of Bilingualtek including child outcomes when implemented with Latino preschoolers by preschool teachers in preschool classrooms.

Researchers:

Dr. Karen La Paro, Ph.D.  Professor, Director of BK Undergraduate Program Department of Human Development and Family Studies University of North Carolina at Greensboro Co-PI

Dr. Tammy Lee, Ph.D.  Associate Professor Department of Mathematics, Science, & Instructional Technology Education Eastern Carolina University Co-PI

Dr. Virginia C. Stage, Ph.D., RDN, LDN Associate Professor Department of Nutrition Science, Eastern Carolina University Co-PI

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In collaboration with East Carolina University, North Carolina State University, and North Carolina A&T State University

Funded by the National Institutes of Health (NIGMS) Science Education Partnership

This multi-institutional and transdisciplinary project will develop, evaluate, and disseminate PEAS (Preschool Education in Applied Sciences), an innovative multi-component professional development program. Strengthening preschool educators’ interest, knowledge, and skills in science education can impact the quality of academic language and early STEM experiences for underrepresented minority children. Over the course of this five-year project, we will impact over 350 teachers and 3,400 children with hands-on, inquiry-based science learning, with thousands of additional children reached through teachers who continue implementing the PEAS approach in subsequent years.

Dr. Virginia C. Stage, Ph.D., RDN, LDN     Associate Professor Department of Nutrition Science East Carolina University PI
Dr. Lucía I. Méndez, Ph.D., CCC-SLP       Associate Professor Department of Communication Sciences and Disorders University of North Carolina at Greensboro Co-PI	Dr. Valerie Jarvis McMillan, Ph.D. Associate Professor Child Development, Early Education and Family Studies North Carolina A&T State University Co-PI
Dr. Archana V. Hegde, Ph.D., BK          Associate Professor Department of Human Development and Family Science East Carolina University Co-PI	Dr. Suzie Goodell, Ph.D., RD         Associate Professor Department of Food, Bioprocessing, and Nutrition Sciences North Carolina State University Co-PI

BiTech

Partly funded by the American Speech Hearing and Language Association (ASHA)  

 (2017-2018)

The main aim of this project is to investigate the use of technology as an instructional tool to support literacy based-academic vocabulary and STEM instruction in this population. After the completion of Phase I, we are currently investigating the role of the language of instruction in literacy-based approaches to academic vocabulary instruction for Spanish-speaking Latino preschoolers. We are also examining the nature of the relation between language, early literacy and academic outcomes in this population.

Dr. Lucía I. Méndez, Ph.D., CCC-SLP      

Associate Professor

Department of Communication Sciences and Disorders

University of North Carolina at Greensboro

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Narratives Across Cultures

In collaboration with La Salle University 

 Narratives can provide a less biased and more ecologically valid language assessment approach for both monolingual and culturally-linguistic diverse (CLD) children. An understanding of which components of narratives may be influenced by cultural factors will enable clinicians to more effectively distinguish narrative differences from impaired narrative abilities in CLD children.  This project examines the narrative abilities of a sample of kindergarten children from three different ethnic groups: Caucasian, Latino DLLs (in both of their languages), and African American children, with the goal of providing a cross-cultural account of similarities and differences in their narrative skills.  

Bilingual Language Development in Young Dual Language Learners Project

In collaboration with California State University at Los Angeles