The bi-directional association between Spanish-speaking preschoolers' English oral proficiency and student-teacher relationship qualities
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This study examined the bi-directional association between Spanish-speaking preschoolers' (N = 137) English use tendencies and vocabulary skills and the quality of the student-teacher relationship (e.g., close, conflictive, and dependent). Results revealed that children who began preschool in the fall with high English expressive vocabulary skills and a high tendency to use English were more likely to develop close relationships with their teachers the following spring. Further, children with dependent relationships with their teachers in the fall of preschool were more likely to exhibit low ...