Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature

Spanish instruction in head start and dual language learners' academic achievement

“…It further sought to understand whether Head Start program impacts differed based on such Spanish language instruction. Given the positive impacts of ECE for Spanish-speaking DLLs (Buysse et al, 2014; Gormley, 2008; Loeb et al., 2007; U.S. DHHS, 2010a), instruction in Spanish may be an important pathway through which DLL children can maximize their learning experiences in child care.…”

“…Prior research suggests that Spanish-speaking Dual Language Learners (DLLs) – young children learning two languages simultaneously, their home language and English (Espinosa, 2013) – differentially benefit from quality ECE compared with children of other subgroups and monolingual-English children (Buysse, Peisner-Feinberg, Páez, Hammer, & Knowles, 2014; Gormley, 2008; Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007). This same finding has also been shown with the Head Start program.…”

Child Care and Development across Cultures

“…Burchinal et al (2000) who analyzed data from three large childcare studies found support that the quality of childcare is related to developmental outcomes of all children regardless of their social risk status. For minority children, however, the advantages of high-quality childcare appear to be most pertinent to their language development (Burchinal et al, 2000;Buysse et al, 2013).…”

Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting

“…Much less is known about the choice process for Spanish-speaking DLL families given the historic lower levels of enrollment in center-based ECE of some Spanish-speaking DLL groups such as Mexican-origin Latinos (Espinosa et al, 2013; Winsler et al, 2013). Further, despite research indicating the benefits of ECE for low-income Spanish-speaking DLL children (Buysse, Peisner-Feinberg, Páez, Hammer, & Knowles, 2014; Gormley, 2008; Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007; U.S. DHHS, 2010a), other work indicates that poor access to ECE programs is a major barrier to their participation (Espinosa, 2013; Greenfader & Miller, 2014; Hernandez et al, 2011; Matthews & Jang, 2007), and even if such options are available, parents may not always be aware of their existence (Matthews & Jang, 2007).…”