Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes

Partika, Anne; Johnson, Anna D.; Phillips, Deborah; Luk, Gigi; Dericks, April

doi:10.1016/j.ecresq.2021.03.011

Cited by 17 publications

(5 citation statements)

References 36 publications

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“…It is therefore important to understand which classroom-level factors influence placement into learner profiles. Based on previous research using a sociocultural framework (e.g., Figueras-Daniel & Li, 2021;Hindman & Wasik, 2015;Hindman et al, 2010;Lindholm-Leary, 2014;Méndez et al, 2018;Partika et al, 2021;Ramírez et al, LÓPEZ, FOSTER, SUTTER, NYLUND-GIBSON, AND ARCH 2019), we considered teacher education and professional development on working with DLLs along with years of education and language use in the classroom. While Head Start programs are expected to provide some instruction in the child's home language, and each Head Start site employed at least one Spanish-speaking teacher, 72% of teachers reported providing no instruction in Spanish, with 24% reporting they used mostly English and 4% reporting equal amounts of Spanish and English.…”

Section: Profiles Of Teachers and Classroomsmentioning

confidence: 99%

“…Further, Sembiante et al (2023) argue that classroom language practices are critical to examine since most U.S. classrooms use English as the primary language of instruction, yet home language support is a standard best practice when teaching DLLs (see López & Páez, 2021, for a review on best practices). For example, teachers who incorporate Spanish in their instruction with DLLs are more linguistically responsive (Sawyer et al, 2016), which is positively related to students’ Spanish language, literacy, and math scores (Figueras-Daniel & Li, 2021; Partika et al, 2021).…”

Section: Latine Dll Preschool Children’s Developmental Competenciesmentioning

confidence: 99%

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Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

López,

Foster,

Sutter

et al. 2024

Journal of Educational Psychology

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Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study extends previous work by examining within-group variability in Spanish–English speaking DLLs’ (n = 330) cognitive, linguistic, literacy, and math skills at the end of prekindergarten (M = 5.09 years old), their family (n = 313) characteristics, and their classrooms (n = 84). Using latent profile analysis, we identified four profiles of DLLs (English dominant, balanced average, Spanish dominant, emerging bilinguals), four profiles of parents (low parent education, high mother education, high parent education, high father education), and two profiles of classrooms (teachers with high education with high training and teachers with low education with low training). In general, the balanced average child profile outperformed the other child profiles in English and Spanish, and their norm-referenced standard scores provide additional evidence that bilingual development is not associated with educational risk. There was not a statistically significant correspondence between the parent and child profiles; however, the correspondence between the teacher and child profiles suggests that over half of the children taught by teachers with high education and training are in balanced average or Spanish-dominant profiles. A larger proportion of DLLs in the emerging-bilingual profile are in classrooms with teachers characterized by low education and little professional development as compared to the other three profiles.

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Section: Profiles Of Teachers and Classroomsmentioning

confidence: 99%

Section: Latine Dll Preschool Children’s Developmental Competenciesmentioning

confidence: 99%

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

López,

Foster,

Sutter

et al. 2024

Journal of Educational Psychology

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“…Further, they discovered that only 12% of studies reported on the racial/ethnic backgrounds of the early childhood personnel administering the interventions. Given that DLLs acquire their first and second language best when delivered instruction in their home language (e.g., Barnett et al, 2007 ; Partika et al, 2021 ), it is important that language environment assessments capture the instructional practices that facilitate first and second language development, such as the use of contextualized language ( Sawyer et al, 2018 ). Thus, research that addresses these shortcomings may also help to clarify how to appropriately incorporate language environment assessments into mainstream education.…”

Section: Research Gaps and Opportunitiesmentioning

confidence: 99%

Early childhood education language environments: considerations for research and practice

Finders,

Wilson,

Duncan

2023

Front. Psychol.

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The importance of developing early language and literacy skills is acknowledged by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a global human rights issue. Indeed, research suggests that language abilities are foundational for a host of cognitive, behavioral, and social–emotional outcomes. Therefore, it is critical to provide experiences that foster language acquisition across early learning settings. Central to these efforts is incorporating assessments of language environments into research and practice to drive quality improvement. Yet, several barriers may be preventing language environment assessments from becoming widely integrated into early education. In this brief, we review evidence on the types of experiences that promote language development, describe characteristics of language environment assessments, and outline practical and philosophical considerations to assist with decision-making. Further, we offer recommendations for future research that may contribute knowledge regarding strategies to assess and support language development. In addressing both areas, we highlight the potential for early childhood language environments to advance equity.

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“…(Latino) early childhood contexts (e.g., Collins, 2014;Partika et al, 2021;Raikes et al, 2019). This is crucial in the light of counteracting language loss.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Home language use with children, dialogue with multilingual parents and professional development in ECEC

Peleman

Wildt

Vandenbroeck

2022

Early Childhood Research Quarterly

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Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes

Cited by 17 publications

References 36 publications

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

Early childhood education language environments: considerations for research and practice

Home language use with children, dialogue with multilingual parents and professional development in ECEC

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