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

Abstract

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.

Cognitive Demands and Strategic Preparedness of Novice English Teachers for ELL Instruction in Zhejiang province, China

“…To address these challenges, teachers must be equipped with the knowledge and skills necessary to adapt their teaching strategies to the needs of ELLs. This may involve developing culturally responsive teaching practices, such as incorporating the cultural backgrounds of ELLs into classroom activities and adapting instructional materials to be more culturally relevant (Lin et al, 2023). Furthermore, teachers must be knowledgeable about second language acquisition theory and how it can inform their teaching practices.…”

“…Furthermore, the cognitive dimension of teaching ELLs extends to cultural competence. ELLs often come from diverse cultural backgrounds, which can present unique cognitive challenges in the classroom (Lin et al, 2023). Teachers' familiarity with and ability to incorporate these diverse cognitive and cultural perspectives into their teaching strategies are essential for creating inclusive and effective learning environments for ELLs (Peng et al, 2022).…”