Executive control in dual language learning preschoolers: The association between Hot and cool executive control and science achievement

Frechette, Elizabeth; Rumper, Brooke; Greenfield, Daryl B.

doi:10.1016/j.ecresq.2020.11.010

Cited by 5 publications

(2 citation statements)

References 90 publications

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“…For example, the social cohesion brought about by concentrations of home language speaking neighbors may be a benefit for young DLLs (Leventhal and Shuey, 2014). Additionally, there may be benefits associated with learning two languages that are protective for DLL's developmental outcomes (White and Greenfield, 2017;Hartanto et al, 2019;Frechette et al, 2021;Grote et al, 2021). For example, Grote et al (2021) found that bilingual preschool children from low-SES families showed cognitive advantages in several components of EF compared to their monolingual English-and Spanish-speaking peers.…”

Section: Dual Language Learnersmentioning

confidence: 99%

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Frechette,

Castle,

Jeon

et al. 2023

Front. Educ.

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IntroductionResearch has documented that home and neighborhood contexts of children from low-income families are associated with lower cognitive and social–emotional skills than their higher-income peers. Even though over a third of young children growing up in poverty are dual language learners (DLLs), little research has examined how contextual effects differ between DLL and monolingual children. The current study examines how these two contexts, neighborhood vulnerability and family socioeconomic risk, impact executive function (EF) and social–emotional skills in DLL and monolingual preschoolers.MethodsA secondary analysis was completed on data from two Head Start programs. A series of cross-classified models with interactions were conducted to examine the moderating role of DLL status on associations between neighborhood vulnerability and family risk and preschoolers’ EF and social-emotional skills.ResultsProficient bilingual children’s EF skills were not impacted by neighborhood risks, suggesting that proficient bilingual children may have more opportunities to grow their EF skills when switching between English and Spanish regardless of neighborhood context. An unexpected result occurred for emergent bilingual children who were reported to demonstrate fewer behavior problems regardless of family risk, highlighting the importance of ensuring all DLL families have access to resources to promote their children’s social–emotional skills; and teachers have the proper training to support the behaviors of children in their classroom with varying levels of English proficiency.DiscussionAlthough speaking two languages may be a protective factor for young DLLs growing up in poverty, little research has examined how contextual effects differ between DLL and monolingual children. The current study contributes by examining how DLL status, especially two different DLL statuses (i.e., Proficient Bilinguals and Emergent Bilinguals), may vary as a buffer in moderating the negative associations between collective neighborhood vulnerability, individual family risk, and children’s EF and social–emotional skills.

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Section: Dual Language Learnersmentioning

confidence: 99%

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Frechette,

Castle,

Jeon

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…At a child level, studies have demonstrated associations between children's science scores and their language (Guo et al, 2016;Westerberg et al, 2021), EF (Frechette et al, 2021;Gropen et al, 2011;Nayfeld et al, 2013), approaches to learning (Bustamante et al, 2017), and math skills (Kermani & Aldemir, 2015). Previous intervention studies indicate that when preschool teachers engage in science, there are gains in children's outcomes across multiple learning domains (Guo et al, 2016;Saçkes et al, 2020;Vitiello et al, 2019;Whittaker et al, 2020).…”

Section: Science As a Learning Domain For Supporting Children's Academic Outcomesmentioning

confidence: 99%

Portrait of early science education in majority dual language learner classrooms: Where do we start?

et al. 2021

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Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study examined 1) early science opportunities across classroom contexts in majority Spanish-English DLL Head Start classrooms, 2) the languages (i.e., English and Spanish) that teachers used to engage DLL children in science, 3) and how teachers’ discussion of scientific and engineering practices and disciplinary core ideas related to children’s academic outcomes. In a sample of 411 children (ages 3-5) from 34 Head Start classrooms, the current study found that teachers discussed and encouraged more practices during science lessons than circle time, dramatic play, and story time. There were no differences in teachers’ discussion of core ideas across contexts. Teachers used the same amount of English and Spanish to discuss practices and core ideas. Teaching physical science was associated with children’s science outcomes. Making observations and discussing life science were associated with children’s math outcomes. Teaching math, making observations, and developing and using models were related to children’s executive functioning. Findings from this study demonstrate that science opportunities occur across preschool classroom settings. Additionally, it provides evidence that teachers may be supporting DLL children’s home language while discussing science. Finally, results indicate that teaching science supports children’s academic performance in several outcomes. These findings have implications for DLL education policy as science may be a domain where teachers can support children’s home language and their learning across multiple domains.

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Beyond Castañeda and the “language barrier” ideology: young children and their right to bilingualism

Castro

Meek

2022

Lang Policy

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Executive control in dual language learning preschoolers: The association between Hot and cool executive control and science achievement

Cited by 5 publications

References 90 publications

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Effects of family and neighborhood vulnerability on dual language learner and monolingual children’s preschool outcomes

Portrait of early science education in majority dual language learner classrooms: Where do we start?

Beyond Castañeda and the “language barrier” ideology: young children and their right to bilingualism

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