Cirino, Paul T.Pollard-Durodola, Sharolyn D.Foorman, Barbara R.Carlson, Coleen D.Francis, David J.2018-02-192018-02-192007-03Copyright 2007 The Elementary School Journal. Recommended citation: Cirino, Paul T., Sharolyn D. Pollard-Durodola, Barbara R. Foorman, Coleen D. Carlson, and David J. Francis. "Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners." The Elementary School Journal 107, no. 4 (2007): 341-364. doi: 10.1086/516668. URL: http://www.journals.uchicago.edu/doi/abs/10.1086/516668. Reproduced in accordance with licensing terms and with the author's permission.http://hdl.handle.net/10657/2260This study investigated the relation of teacher characteristics, including ratings of teacher quality, to classroom instructional variables and to bilingual students' literacy and oral language outcomes at the end of the kindergarten year. Teacher characteristics included observational measures of oral language proficiency, quality, and classroom activity structure, as well as surveys of knowledge of reading-related skills. Student outcomes in both languages included letter naming, word reading, and phonological awareness and oral language composites. The study involved 141 teachers from a multisite project who were observed up to 3 times at the beginning, middle, and end of the year during their reading/language arts block while teaching English language learners to read in their primary language (Spanish) and/or in English. Teacher quality, but not teacher knowledge, was related positively to student engagement and negatively to time spent in noninstructional activities. Initial student and classroom performance, language of instruction and of outcomes, and teacher oral language proficiency in both Spanish and English predicted outcomes, whereas teacher quality was less related, and teacher content knowledge was consistently not related to student outcomes.en-USArticle