The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start

Garcia, Elisa B.

doi:10.1016/j.ecresq.2017.09.005

Cited by 35 publications

(25 citation statements)

References 41 publications

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“…For example, a Head Start child from a monolingual English home on average had 54 books, whereas the Head Start DLL had 25 books (OPRE, 2013). Finally, a nationally representative study of DLLs in Head Start showed that these children had English vocabulary scores over two SD below the nationally normed mean, and Spanish vocabulary scores one SD below the national mean (Garcia, 2018).…”

Section: Dual Language Learners In Head Startmentioning

confidence: 99%

“…DLLs made up one-third of children served by Head Start, a free early childhood education program for socioeconomically disadvantaged families (National Academies of Sciences, Engineering, and Medicine [NASEM], 2017). Past research has shown that DLLs, especially those from low socioeconomic status (SES) families, lagged significantly behind their peers in school readiness at kindergarten entry, and the achievement gap continued to widen (Fry, 2007; Garcia, 2018). Thus, identifying protective factors for DLLs’ in low-SES families is critical for developing research-based early childhood education programs.…”

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confidence: 99%

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Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Williams¹,

Uchikoshi

Bunge³

et al. 2018

Early Education and Development

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This study examined the concurrent relations of English (EL) and heritage language (HL) proficiency to executive functions (EF) among low-income dual language learners (DLLs) from immigrant families. In a sample of 90 children (age = 38 to 70 months) from Chinese-speaking Chinese American and Spanish-speaking Mexican American families recruited from Head Start preschools, children’s EL and HL proficiency was assessed using receptive and expressive vocabulary tests, and EF was assessed using behavioral tasks measuring response inhibition and attention shifting. Multiple regressions were conducted to test the unique and interactive relations of EL and HL vocabulary to EF, controlling for family socioeconomic status and other demographic characteristics. Higher EL and higher HL vocabulary were uniquely associated with higher attention shifting. By contrast, neither EL nor HL vocabulary was uniquely associated with response inhibition. Interaction effects of EL × HL in relation to EF were also found. The results provided some evidence for the dual benefits of EL and HL proficiency on EF (especially attention shifting) among DLLs from low-income, immigrant families.

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Section: Dual Language Learners In Head Startmentioning

confidence: 99%

mentioning

confidence: 99%

Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Williams¹,

Uchikoshi

Bunge³

et al. 2018

Early Education and Development

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“…Yet, direction of effects is unclear, and likely bi-directional. English-only programs may support children’s English growth, which may then elicit more English input from mothers (Barnett et al, 2007; Durán et al, 2013; Garcia, 2018). And, conversely, bilingual programs may help children maintain their Spanish skills and spill over to home language interactions.…”

Section: Discussionmentioning

confidence: 99%

“…In addition to preschool enrollment, the language(s) that teachers use may also contribute to mothers’ language use. Compared to DLLs in English-only programs, DLLs in bilingual programs achieve comparable levels of English but have better Spanish skills (Barnett et al, 2007; Durán et al, 2013; Garcia, 2018), which may support the maintenance of Spanish use at home. Conversely, mothers who value Spanish skills and bilingualism may send their children to bilingual programs (Surrain, 2018).…”

Section: Factors Related To Mothers’ Dual-language Inputmentioning

confidence: 99%

Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool

Luo

Escobar²,

Tamis-LeMonda

2020

First Language

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We longitudinally examined the trajectories of Latine mothers’ ( N = 116) language input to their children during book-sharing interactions at four points in development, when children were between ages 2 and 5 years. Mother–child dyads were video-recorded sharing a wordless picture book, and transcriptions of mothers’ and children’s language yielded word types in Spanish and English at each assessment wave. Three distinct trajectories of change in mothers’ dual-language use were identified. Some mothers shifted from Spanish-dominant input to more balanced input between English and Spanish; other mothers provided English-dominant input and used more English and less Spanish over time; and the remaining mothers were stable in their Spanish-dominant input across child ages. Mothers’ immigration background, educational level, and children’s preschool language experiences each uniquely predicted trajectories of maternal language input. In general, children showed similar trajectories as their mothers, although mismatch occurred for some dyads at the later ages. The dual-language environments of Latine children are dynamic and shaped by individual and contextual factors.

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“…Based on Canadian French immersion programs (Flores & García, 2017), these programs are geared toward developing not only bilingualism, but also biliteracy and cross-cultural competence (Gándara & Escamilla, 2017). The great number of foreign-born individuals in the United States and the academic, linguistic and cognitive benefits that these programs offer (García, 2018;Spies et al 2018;Borrow & Markman-Pithers, 2016;Umansky & Reardon, 2014;Verde-Peleato, 2011;Goldenberg, 2008;Barnett et al 2007;Genesee et al 2006;Lindholm-Leary, 2005;Howard, Christian & Genesee, 2004;Thomas & Collier, 2002, 2000Bialystock, 2001;Alanis, 2000) have prompted the creation of bilingual schools all over the country, especially Spanish/English programs in states with a higher number of immigrant students. Content-Based Instruction is another common approach used in the United States.…”

Section: Literature Review: Bilingual Education Practicesmentioning

confidence: 99%

Bilingual education research: a bibliometric study.

Agulló¹,

Herrero²

2019

Elia

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In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. Estudios de lingüística inglesa aplicada BILINGUAL EDUCATION RESEARCH: A BIBLIOMETRIC STUDY LA INVESTIGACIÓN EN EDUCACIÓN BILINGÜE: UN ESTUDIO BIBLIOMÉTRICOBilingual education research: a bibliometric study 326 areas. The results show a sharp increase in scientific production. 37 annual papers have been published on average since 1968 and about 128 annual papers if only the last decade is taken into consideration. Additionally, a high degree of multidisciplinarity and participation has been noticed in different areas such as education, linguistics or humanities.El objetivo de este artículo es analizar a través de indicadores bibliométricos la literatura científica relacionada con la educación bilingüe publicada entre 1968 y septiembre de 2018. La educación bilingüe moldea los sistemas educativos actuales en todo el mundo. El bilingüismo es, por lo tanto, un fenómeno latente en la sociedad actual y el número de prácticas educativas que incluyen al menos dos lenguas en el proceso de aprendizaje va en aumento. De ahí la necesidad de llevar a cabo un estudio con el objeto de conocer donde nos encontramos en cuanto a investigación se refiere y hacia dónde esta se dirige.En cuanto al estudio que aquí se presenta, el corpus de investigación se obtuvo en el Science Citation Index y en el Social Science Citation Index. Se obtuvieron 1.725 artículos, los cuales han sido publicados en revistas de varios ámbitos temáticos. Los resultados muestran un pronunciado aumento en la producción científica. Se ha publicado una media de 37 artículos anuales desde 1968 y alrededor de 128 en la última década. Además, los resultados dan cuenta de un alto grado de multiciplinariedad y participación en áreas distintas como la educación, la lingüística y las humanidades.

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The classroom language context and English and Spanish vocabulary development among dual language learners attending Head Start

Cited by 35 publications

References 41 publications

Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Relations of English and Heritage Language Proficiency to Response Inhibition and Attention Shifting in Dual Language Learners in Head Start

Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool

Bilingual education research: a bibliometric study.

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