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Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners.

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Title: Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners.
Authors: Cuevas-Guerra, Julia Guadalupe1 (AUTHOR) juliagcuevas@gmail.com
Source: Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p3125-3132. 8p.
Subject Terms: *Early childhood education, *Culturally relevant education, *Hispanic Americans, *Conversation, *Language acquisition, *Bilingual students, *Storytelling, Oral tradition
Geographic Terms: South Texas
Abstract: Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice, to support young Spanish-and-English Dual Language Learners (DLLs) ages three to 8 years. A 12-question survey, observations, and a focus group interview were conducted to gather qualitative data on how teachers incorporated developmentally appropriate pláticas into their teaching to promote oral language skills in DLLs. Grounded theory analysis identified the following themes: significance of pláticas; using pláticas as a cultural tool for oral language development; integration of pláticas in the classroom; and assessing pláticas. The demographic of multilingual learners is dynamic around the country; therefore, the themes mentioned above nurture multilingual abilities and integrate culturally and linguistically responsive practices to promote effective practice in early childhood education for DLLs. Educators will learn how to best support DLLs' diverse linguistic needs by building their cultural capital and funds of knowledge and value family's cultural practices with pláticas to provide a culturally and linguistically responsible and sustaining learning environment. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pláticas: A Culturally and Linguistically Responsive Practice for Young Dual Language Learners.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+students%22">Bilingual students</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+tradition%22">Oral tradition</searchLink>
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  Data: Pláticas are informal sustained conversations drawing from the Chicanx/Latinx oral tradition of sharing thoughts, memories, and experiences, embracing storytelling, ambiguities, interpretations, and self-discovery like oral storytelling. This study explored how 13 early childhood teachers in South Texas use pláticas, conversational interactions, as a cultural and linguistically responsive practice, to support young Spanish-and-English Dual Language Learners (DLLs) ages three to 8 years. A 12-question survey, observations, and a focus group interview were conducted to gather qualitative data on how teachers incorporated developmentally appropriate pláticas into their teaching to promote oral language skills in DLLs. Grounded theory analysis identified the following themes: significance of pláticas; using pláticas as a cultural tool for oral language development; integration of pláticas in the classroom; and assessing pláticas. The demographic of multilingual learners is dynamic around the country; therefore, the themes mentioned above nurture multilingual abilities and integrate culturally and linguistically responsive practices to promote effective practice in early childhood education for DLLs. Educators will learn how to best support DLLs' diverse linguistic needs by building their cultural capital and funds of knowledge and value family's cultural practices with pláticas to provide a culturally and linguistically responsible and sustaining learning environment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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