Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn

Estrada, Peggy; Wang, Haiwen; Farkas, Timea

doi:10.3102/0002831219887137

Cited by 10 publications

(13 citation statements)

References 38 publications

(46 reference statements)

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“…Fourth, although peers play an important role in shaping classroom language context, teachers’ language use and instructional strategies may need to be examined simultaneously to gain a deeper understanding of the associations between the classroom language context and DLLs language development. For instance, teachers may adjust their language use, expectations, and instructional practices according to the classroom composition, which may affect children’s opportunities to learn (Estrada et al, 2020). In addition to teacher or instructional factors, there might be other societal or programmatic factors that are associated with different subgroups of DLLs’ language development.…”

Section: Discussionmentioning

confidence: 99%

“…This was because the proportions of EBs and FBs in most of the classrooms were small (means and medians were around 10% or less), and the DLLs spoke different L1s. In other studies, such as Estrada et al (2020), the samples consisted of a larger proportion of DLLs (means and medians were around 60% or above) and the majority of DLLs spoke the same L1. DLL composition in these studies, therefore, signal greater segregation between DLLs and EMs and lower linguistic and cultural diversity in the classroom.…”

Section: Study Limitations and Future Research Directionsmentioning

confidence: 91%

“…These studies reported a null effect of peer language skills on the growth of receptive vocabulary in young toddlers and preschool children, after controlling for child-level (e.g., baseline language skills, self-regulation), peer-level (e.g., proportion of DLLs, proportion of low-income children, mean maternal education) and classroom level (e.g., classroom quality) factors. While the null findings might be attributed to study differences in the age of population, program type (e.g., universal preschool program, high-quality Head Start program, mixed-age programs), or subgroups of DLLs identified, it is worth noting that these studies have considered the role of DLL composition, a factor that determines the eligible participants with whom a child can interact in classroom activities, as well as the level of linguistic and cultural complexity involved in these activities (Estrada et al, 2020). However, the prior studies mostly treated DLL composition as an artifact and rarely examined the link between DLL composition and peer language skills in depth theoretically or empirically.…”

Section: Research Backgroundmentioning

confidence: 99%

“…Some studies found that DLL composition was negatively associated with children’s academic and language performance. For example, Estrada et al (2020) showed that DLLs in elementary classrooms (Grades 1–6) with higher proportion of DLLs (higher DLL composition, or classrooms less integrated with EMs) performed lower on content and language performance. However, the heterogeneity of DLLs in the classroom, as operationalized as the number of different English language proficiency levels of DLLs, was not associated with students’ academic performance.…”

Section: Research Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

The influence of classroom language contexts on dual language learners’ language development.

Lin¹,

Jing²,

Lu³

et al. 2023

Journal of Educational Psychology

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The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into fluent bilinguals (FBs, 12%), emergent bilinguals (EBs, 13%), and non-DLL (or English monolinguals [EMs], 75%). Over an academic year, FBs experienced similar growth in expressive vocabulary compared to EMs, both of which showed more growth than EBs, suggesting a bilingual advantage. Peer language skills and DLL composition were positively associated with DLLs' and non-DLLs' language development. Although having more EBs in the classroom lowered peer language skills, the overall influence that proportion of EBs had on children's language development remained positive. These findings shed light on the heterogeneity of DLLs and the complex social process of learning underlying linguistically and culturally diverse classrooms. Educational Impact and Implications StatementThe primary interest of this study was examining the extent to which dual language learners (DLL) and their English monolingual (EM) peers develop their English language skills in the early grades (preschool to Grade 3) under classroom language contexts varying in the degree of cultural and linguistic diversity. We assessed 2,679 children's language skills two times during an academic year. Based on teachers' and parents' reports of the primary home language and English language proficiency, about 12% of the children were classified as fluent bilinguals (DLLs who attained fluent English language proficiency), 13% as emergent bilinguals (EBs; DLLs who have not yet attained fluent English language proficiency), and the rest as EMs. Our findings documented differential language development for subgroups of DLLs and indicated the benefits of interacting with fluent and EB peers in the classroom for the language growth of both DLLs and non-DLLs. This study underscores the importance for educators and policymakers to create linguistically and culturally diverse classrooms as schools continue to grow increasingly diverse.

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Section: Discussionmentioning

confidence: 99%

Section: Study Limitations and Future Research Directionsmentioning

confidence: 91%

Section: Research Backgroundmentioning

confidence: 99%

Section: Research Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

The influence of classroom language contexts on dual language learners’ language development.

Lin¹,

Jing²,

Lu³

et al. 2023

Journal of Educational Psychology

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show abstract

“…Finally, we conducted a series of robustness checks to test alternative specifications. Based on prior theory and empirical work (e.g., Estrada et al, 2020; National Academies of Sciences, Engineering, and Medicine, 2017), we hypothesized that classroom EL concentration would negatively predict later growth in reading.…”

Section: Current Studymentioning

confidence: 99%

Classroom Concentration of English Learners and Their Reading Growth

Kieffer,

Weaver

2023

Educational Researcher

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In this brief, we use a nationally representative sample of ever-English learners (ELs; N = 783) to examine relations between EL concentration within classrooms and reading growth between kindergarten and Grade 5. Piecewise growth models were used to estimate relations for four developmental periods (K–1, Grades 1–2, Grades 2–3, and Grades 3–5). Results indicate nonsignificant, trivially sized relations for classroom EL concentration across periods, with and without controls for school concentration and student characteristics. Results were robust across multiple specifications. Findings call into doubt the academic benefits of the common practice of grouping ELs together in particular classrooms.

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Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?

Boza,

Chris Curran,

Harris‐Walls

et al. 2024

Science Education

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As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs’ science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

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Elementary English Learner Classroom Composition and Academic Achievement: The Role of Classroom-Level Segregation, Number of English Proficiency Levels, and Opportunity to Learn

Cited by 10 publications

References 38 publications

The influence of classroom language contexts on dual language learners’ language development.

The influence of classroom language contexts on dual language learners’ language development.

Classroom Concentration of English Learners and Their Reading Growth

Multilingual learners’ exposure to science and language inputs in elementary school: ¿Qué sabemos?

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