This talk presents both empirical findings and methodological insights from a Belgian interuniversity research project TACOS, which investigates preschool teachers’ language-supporting competencies through a multimethod approach. This seminar discusses the use of mobile eye-tracking (MET) to examine the question: Which children are being overlooked, and with what consequences for their language development opportunities? In a randomized controlled trial with a posttest-only comparison group, we captured 1,300 minutes of classroom interaction involving 65 preschool teachers and 575 children. Multilevel negative binomial regression models revealed systematic inequalities in teacher attention: linguistically vulnerable children—those perceived by teachers as having low speaking confidence, weaker language skills, and/or a different home language—received less attention. Importantly, results provide novel evidence that teachers’ attention allocation can be positively influenced through targeted professional development.
This is a CEN event.