A Framework for the Dual Language Assessment of Young Dual Language Learners in the United States

Purpose Elementary-age dual language learners (DLLs) from Spanish-speaking homes in the United States are often characterized as at risk for low vocabulary in both Spanish and English. This longitudinal study examined conceptually scored receptive and expressive vocabulary development among DLLs from Spanish-speaking, low-income homes and investigated patterns of language responses on the conceptually scored measures. Method DLLs in kindergarten and second grade ( N = 118) attending school in the Southeast region of the United States were followed for three consecutive academic years and assessed on measures of receptive and expressive conceptually scored vocabulary. Results Individual growth modeling, using raw scores, revealed positive vocabulary growth over time, with above average performance relative to national norms. However, initial conceptually scored receptive vocabulary scores were higher than conceptually scored expressive vocabulary scores. Furthermore, DLLs' conceptually scored receptive—but not expressive—vocabulary rate of growth was more rapid compared to national norms. Finally, DLLs' patterns of language responses revealed a shift toward more English over time, but Spanish continued to be used through fourth grade. Conclusion Results contradict deficit-driven views about DLLs' vocabulary skills and underscore the utility of conceptually scored vocabulary measures to assess vocabulary development among elementary-age DLLs to more comprehensively account for the linguistic assets they bring to learning.

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Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig14.29 ◽

2017 ◽

Vol 2 (14) ◽

pp. 29-40 ◽

Cited By ~ 2

Author(s):

Christine Vining ◽

Edgarita Long ◽

Ella Inglebret ◽

Megan Brendal

Keyword(s):

American Indian ◽

Language Learners ◽

Alaska Native ◽

Dual Language ◽

Linguistic Diversity ◽

Critical Role ◽

Language Assessment ◽

Assessment Process ◽

Dual Language Learners ◽

Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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Story Cubing Strategies

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch040 ◽

2021 ◽

pp. 735-750

Author(s):

Michelle L. Amodei ◽

Laura J. Strong

Keyword(s):

Language Learners ◽

Culturally Responsive ◽

Dual Language ◽

Developmentally Appropriate ◽

Educational Expectations ◽

The United States ◽

Pedagogical Practices ◽

Dual Language Learners ◽

Appropriate Practices ◽

Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

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The FOBI-P4 Innovative Approach for Kindergarten Dual Language Learners in the China, Canada, United States English Immersion (CCUEI) Research Collaborative

Transnational Perspectives on Innovation in Teaching and Learning Technologies ◽

10.1163/9789004366077_005 ◽

2018 ◽

pp. 89-117

Keyword(s):

United States ◽

Language Learners ◽

Dual Language ◽

Innovative Approach ◽

Dual Language Learners ◽

English Immersion

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Story Cubing Strategies

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9348-5.ch006 ◽

2019 ◽

pp. 93-108

Author(s):

Michelle L. Amodei ◽

Laura J. Strong

Keyword(s):

Language Learners ◽

Culturally Responsive ◽

Dual Language ◽

Developmentally Appropriate ◽

Educational Expectations ◽

The United States ◽

Pedagogical Practices ◽

Dual Language Learners ◽

Appropriate Practices ◽

Listening And Speaking

Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.

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Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis

Language Speech and Hearing Services in Schools ◽

10.1044/2016_lshss-15-0030 ◽

2016 ◽

Vol 47 (4) ◽

pp. 347-371 ◽

Cited By ~ 22

Author(s):

Lillian K. Durán ◽

Daphne Hartzheim ◽

Emily M. Lund ◽

Vicki Simonsmeier ◽

Theresa L. Kohlmeier

Keyword(s):

At Risk ◽

Language Learners ◽

Dual Language ◽

The United States ◽

Home Language ◽

Dual Language Learners ◽

Single Subject ◽

High Quality Research ◽

Diverse Range ◽

Language Interventions

Purpose The purpose of this systematic review was to determine what bilingual or home language interventions have been found to be effective for 2- to 6-year-old dual language learners who have language impairment (LI) or are at risk for LI. Method We conducted ancestral searches and searches of electronic databases, hand-searched article bibliographies, and searched 19 journals for experimental, quasiexperimental, or single-subject studies. Results The review yielded 26 studies that were coded for quality, frequency and duration of the intervention, number of participants, location of intervention, interventionist, language(s) of intervention, and reported or calculated effect sizes. Studies were grouped by those that focused specifically on at-risk populations and those that focused on children with LI. Emerging trends provide support for bilingual and/or home language interventions for both children with LI and those at risk for LI. Conclusions There were relatively few studies that met inclusion criteria, and the average quality rating for a study was 6.8 out of 9.0 possible points. More high-quality research is needed, particularly with populations that speak languages other than Spanish. Clinicians need more evidence-based recommendations to improve the language and literacy outcomes of the diverse range of dual language learners served in the United States and abroad.

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Language Proficiency, Parenting Styles, and Socioemotional Adjustment of Young Dual Language Learners

Journal of Cross-Cultural Psychology ◽

10.1177/0022022119867394 ◽

2019 ◽

Vol 50 (7) ◽

pp. 896-914

Author(s):

Sara Chung ◽

Qing Zhou ◽

Catherine Anicama ◽

Carol Rivera ◽

Yuuko Uchikoshi

Keyword(s):

Language Learners ◽

Parenting Styles ◽

Low Income ◽

Dual Language ◽

Immigrant Families ◽

The United States ◽

Dual Language Learners ◽

Socioemotional Adjustment ◽

Negatively Associated ◽

Cultural Orientations

Dual language learners (DLLs) make up 32% of all children in the United States. Past research showed that proficiency in a heritage language (HL) was associated with better psychological adjustment in school-aged children and adolescents, but the associations of HL and English (EL) proficiency with preschool-aged DLLs’ socioemotional adjustment remain understudied. This study included a sample of low-income Mexican and Chinese immigrant families with preschool-aged DLLs ( N = 90). Children’s HL and EL proficiencies were assessed using language tests. Parents rated their own cultural orientations, parenting styles, and children’s socioemotional adjustment. Children’s expressed anger/frustration and sadness were observed from an emotion-evoking task. Path analyses were conducted to test (a) the unique relations of children’s HL and EL proficiency and parents’ American and heritage cultural orientations to parenting styles, and (b) the relations of parenting styles to children’s adjustment. Results showed that children’s expressive HL proficiency and parents’ American and heritage cultural orientations were positively associated with authoritative parenting, which in turn was associated with children’s lower externalizing problems and higher prosocial behaviors. Children’s expressive EL was negatively associated with parents’ use of authoritarian parenting, and both expressive and receptive HL were negatively associated with children’s expressed sadness. These results indicate that children’s HL development and parents’ host and heritage cultural orientations are associated with socioemotional benefits for young DLLs growing up in low-income immigrant families.

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Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

Studies in English Language Teaching ◽

10.22158/selt.v6n2p86 ◽

2018 ◽

Vol 6 (2) ◽

pp. 86

Author(s):

Tammy Oberg De La Garza ◽

Erin Mackinney

Keyword(s):

United States ◽

English Language Learners ◽

Language Learners ◽

Dual Language ◽

English Language ◽

The United States ◽

Language Instruction ◽

English Language Instruction ◽

Brighter Future ◽

Looking Back

<p><em>This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.</em></p>

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