Dual-Language Learner Development

This study examines growth in language and math skills during the summer before kindergarten; considers variation by family income, race/ethnicity, and dual language learner status; and tests whether summer center-based care sustains preschool gains. Growth in skills slowed during summer for all children, but the patterns varied by domain and group. Non-White and dual language learner students showed the largest drop-off in language skills during summer. Lower-income students demonstrated slower summer growth in math skills than their higher-income peers. Students enrolled in summer center-based care had faster growth in math skills than those who did not attend care. Yet lower-income students who attended center-based care showed slower growth in language skills during summer than similar nonattenders. Implications are discussed.

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Filling an Information Gap in Preschool MTSS and RTI Decision Making

Council review ◽

10.1177/0014402918812473 ◽

2018 ◽

Vol 85 (3) ◽

pp. 271-290 ◽

Cited By ~ 4

Author(s):

Charles R. Greenwood ◽

Judith J. Carta ◽

Alana G. Schnitz ◽

Dwight W. Irvin ◽

Fan Jia ◽

...

Keyword(s):

Decision Making ◽

Dual Language ◽

Opportunity To Learn ◽

Teacher Behaviors ◽

Language Learner ◽

Individualized Education Programs ◽

Differentiating Instruction ◽

Information Gap ◽

Risk Characteristics ◽

Dual Language Learner

A tenet of multitiered systems of support and response to intervention (MTSS-RTI) is that lack of response to instructional intervention is explained by classroom experiences and behaviors given opportunities to learn. We investigated the potential of filling this information gap in MTSS-RTI decision making using ecobehavioral observation to inform steps that could be taken for children not responding to preschool literacy instruction. Data analyses indicated that (a) teachers implemented a uniform pattern of daily activities providing children with infrequent opportunity to learn literacy, (b) the proportion of children’s co-occurring academic engagement also was low but varied widely depending on the activity and teacher’s literacy focus, and (c) children’s personal risk characteristics moderated the strength of relationships. Novel was the finding that in some activities and teacher behaviors, teachers appeared to be differentiating instruction benefiting children with individualized education programs and dual-language-learner risk. Implications are discussed.

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Dual language learners' grit, engagement, and literacy achievement in elementary school

School Psychology International ◽

10.1177/0143034319875176 ◽

2019 ◽

Vol 40 (6) ◽

pp. 598-623

Author(s):

Colleen R. O'Neal ◽

Michal Y. Boyars ◽

Lynsey Weston Riley

Keyword(s):

Language Learners ◽

Dual Language ◽

Language Learner ◽

Fifth Grade ◽

Dual Language Learners ◽

Emotional Engagement ◽

Literacy Achievement ◽

Short Term ◽

Fifth Grade Students ◽

Dual Language Learner

The goal of this short-term longitudinal study was to examine the functioning of the grit measure; grit's relation to emotional engagement; and grit's prediction of later literacy achievement, above and beyond emotional engagement, among dual language learners. Data were collected at two time points four months apart with dual language learner, third- through fifth-grade students ( n = 142; 75% Latina/o; mean age 9.47 years old; 54% female). Results suggested that student- and teacher-reported grit scores were reliable and fit the two-factor construct, and grit overlapped with engagement. We found that teacher-reported engagement and student- and teacher-reported grit perseverance of effort (grit-pe) were significant sole predictors of Time 2 literacy achievement; teacher-reported engagement, not grit, remained a significant sole predictor even when controlling for Time 1 literacy achievement. When including grit-pe, grit consistency of interests, and engagement in the same model, student-reported grit-pe was the only significant predictor of Time 2 literacy achievement, without Time 1 literacy as a control. Discussion centers on grit-pe's utility for prediction of literacy achievement, above and beyond similar socioemotional constructs, among young dual language learners.

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EARLY MEDIA VIEWING IMPACTS ON DUAL LANGUAGES ACQUISITION OF A YOUNG LEARNER

JURNAL BORNEO AKCAYA ◽

10.51266/borneoakcaya.v5i1.111 ◽

2019 ◽

Vol 5 (1) ◽

pp. 73-83

Author(s):

Sudarsono Sudarsono

Keyword(s):

Language Development ◽

Dual Language ◽

Autistic Spectrum Disorder ◽

Natural Process ◽

Language Learner ◽

Language Intervention ◽

Language Exposure ◽

Young Learner ◽

Dual Language Learner

Despite all benefits of technology, a young child who is exposed to two languages through early media viewing may experience language development problems. It may consequently lead one to undergo therapies which can be counterproductive to their developmental milestones, especially to their dual language development. This research aims to gain deeper insights into the impacts of early media viewing on a young child's early dual language acquisition. A case study of a young dual language learner experiencing language development problems diagnosed as symptoms of Autistic Spectrum Disorder (ASD) was conducted by interviewing participant’s parents to gain preliminary data about his language development problems. Observations took place during 108-hour language intervention sessions. The finding shows that early dual language exposure through early media viewing without adequate social interaction with peers and adults pertinently results in language development problems which are prone to be interpreted as symptoms of ASD rather than as a natural process of bilingualism.

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Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2016.01.003 ◽

2016 ◽

Vol 36 ◽

pp. 223-232 ◽

Cited By ~ 2

Author(s):

Elizabeth B. Miller

Keyword(s):

Child Care ◽

Dual Language ◽

Care Setting ◽

Language Instruction ◽

Spanish Language ◽

Language Learner ◽

Enrollment Decisions ◽

Child Care Setting ◽

Dual Language Learner

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Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

Education Sciences ◽

10.3390/educsci11060283 ◽

2021 ◽

Vol 11 (6) ◽

pp. 283

Author(s):

Brooke Rumper ◽

Elizabeth Frechette ◽

Daryl B. Greenfield ◽

Kathy Hirsh-Pasek

Keyword(s):

Head Start ◽

Dual Language ◽

Language Use ◽

Language Learner ◽

Academic Science ◽

Teacher Language ◽

Language Dominance ◽

Spanish Science ◽

Science Scores ◽

Science Assessments

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.

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Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten

10.15365/ceel.policy.4 ◽

2015 ◽

Author(s):

Carola Matera

Keyword(s):

Professional Development ◽

Los Angeles ◽

Professional Learning ◽

English Learners ◽

Dual Language ◽

Language Learner ◽

Dialogic Reading ◽

Advisory Panel ◽

Policy Recommendations ◽

Transitional Kindergarten

Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.

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Moved by Reading in a Spanish-Speaking, Dual Language Learner Population

Language Speech and Hearing Services in Schools ◽

10.1044/2018_lshss-16-0032 ◽

2018 ◽

Vol 49 (3) ◽

pp. 582-594 ◽

Cited By ~ 4

Author(s):

Ashley M. Adams ◽

Arthur M. Glenberg ◽

Ma Adelaida Restrepo

Keyword(s):

Language Learners ◽

Dual Language ◽

Intervention Group ◽

Language Learner ◽

Dual Language Learners ◽

Control Groups ◽

Support Intervention ◽

English Only ◽

Improved Performance ◽

Physical Manipulation

Purpose The aim of this study was to evaluate the effectiveness of an English-only version and a Spanish-support version of an embodied reading comprehension intervention (Moved by Reading) consisting of 3 stages (physical manipulation, imagined manipulation, and transfer) for Spanish–English dual language learners. Method Sixty-one dual language learners in Arizona were randomly assigned to 4 groups (Spanish-support control, Spanish-support intervention, English-only control, and English-only intervention). Analyses of variance were used to compare control and intervention groups and to compare groups according to the language of the intervention. Results Children in the Spanish-support intervention group significantly outperformed both control groups during the physical manipulation stage, whereas children in the English-only intervention group outperformed both control groups in the imagined manipulation stage, but there was little transfer to a new, unrelated text. Conclusions The Moved by Reading intervention, in both its English-only and Spanish-support versions, improved performance on comprehension questions, but in different stages of the intervention. The Spanish-support version of the intervention was most effective in the physical manipulation stage, whereas the English-only version was more effective in the imagined manipulation stage. Neither version was effective in producing significant transfer effects.

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Languages across Borders: Social Network Development in an Adolescent Two-Way Language Program

Teachers College Record ◽

10.1177/016146811511700805 ◽

2015 ◽

Vol 117 (8) ◽

pp. 1-48 ◽

Cited By ~ 1

Author(s):

Amanda K. Kibler ◽

Allison Atteberry ◽

Christine N. Hardigree ◽

April S. Salerno

Keyword(s):

High School ◽

Social Networks ◽

Dual Language ◽

The United States ◽

Language Learner ◽

School Level ◽

Language Program ◽

Dual Language Program ◽

Before And After ◽

English Dominant

Background/Context Two-way dual-language programs have become an increasingly popular educational model in the United States for language minority and majority speakers, with a small but growing number of programs at the high school level. Little is known, however, about how adolescents’ social networks develop in the contexts of these programs. Purpose/Objective This study examines how a two-way, dual language enrichment program for Spanish-language learner (SLL) and English-language learner (ELL) adolescents influenced students’ social networks with peers of different cultural and linguistic backgrounds. Setting The program took place in a south-Atlantic state at a suburban/rural high school that has substantial within-school linguistic segregation. Population/Participants Program participants included 20 students: 10 English-dominant learners of Spanish, and 10 Spanish-dominant learners of English. Intervention/Program The two-way dual-language program was a voluntary extracurricular program in which adolescent Spanish-dominant ELLs and English-dominant SLLs participated in collaborative and student-led bilingual activities designed to foster the sharing of cross-linguistic expertise and cross-cultural knowledge over a seven-month period. Research Design In this mixed-methods study, student-level Likert-scale data is analyzed quantitatively and supported through analysis of qualitative interview responses and observational field notes. Quantitative results compare ELL and SLL participants’ demographic and baseline social characteristics, before-and-after social networks, the changing nature of reported relationships over time as a function of language status, and magnitude of growth in relationships’ strength before and after the program. Qualitative results examine the qualities and conditions of these relationships and the conditions under which they developed. Findings/Results Results suggest that despite participants’ demographic differences, ELL and SLL students in the dual-language program reported building new, strengthened, and mutually recognized relationships, particularly with students of different language backgrounds who worked together within long-term collaborative small groups. Conclusions/Recommendations When students are provided with a carefully designed instructional and ecological context that provides authentic purposes for using language and building peer relationships, this research suggests that both ELLs and SLLs may be able to build linguistically integrated social networks.

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