School Readiness in Language-Minority Dual Language Learners in Japan: Language, Executive Function, and Theory of Mind

2021 ◽  
pp. 1-16
Author(s):  
Mioko Sudo ◽  
Tomoko Matsui
Keyword(s):  
Executive Function ◽  
Theory Of Mind ◽  
School Readiness ◽  
Language Learners ◽  
Dual Language ◽  
Language Minority ◽  
Dual Language Learners

Classroom Language Contexts as Predictors of Latinx Preschool Dual Language Learners’ School Readiness

2019 ◽  
Vol 57 (1) ◽  
pp. 339-370 ◽  
Author(s):  
Maria C. Limlingan ◽  
Christine M. McWayne ◽  
Elizabeth A. Sanders ◽  
Michael L. López
Keyword(s):  
Head Start ◽  
School Readiness ◽  
Language Learners ◽  
Low Income ◽  
Dual Language ◽  
Cooperative Behavior ◽  
Approaches To Learning ◽  
Dual Language Learners ◽  
Future Research ◽  
Classroom Language

The present study examined the relations between teacher-child interactions, teachers’ Spanish use, classroom linguistic composition, and the school readiness skills of low-income, Latinx, Spanish-speaking dual language learners (DLLs), controlling for home and teacher background characteristics, with a national probability sample of Head Start children (i.e., from the Family and Child Experiences Survey [FACES, 2009]). Findings revealed that Head Start classrooms with higher concentrations of DLLs had teachers who reported lower average levels of children’s cooperative behavior. In addition, DLL students in classrooms where teachers used more Spanish for instruction and demonstrated more emotionally supportive teacher-child interactions were found to have higher average scores on measures of approaches to learning. Implications and directions for future research related to classroom language contexts are discussed.

Relations between vocabulary and executive functions in Spanish–English dual language learners

2017 ◽  
Vol 22 (1) ◽  
pp. 1-14 ◽  
Author(s):  
VRINDA KALIA ◽  
M. PAULA DANERI ◽  
MAKEBA PARRAMORE WILBOURN
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Language Learners ◽  
Oral Language ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Learners ◽  
Bilingual Children ◽  
Dual Language Immersion ◽  
English Only

The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

The Home Numeracy Environment and Measurement of Numeracy Performance in English and Spanish in Dual Language Learners

2020 ◽  
pp. 027112142094258
Author(s):  
Melody Kung ◽  
Kelsey Stolz ◽  
Joyce Lin ◽  
Matthew E. Foster ◽  
Sara A. Schmitt ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Language Learners ◽  
Low Socioeconomic Status ◽  
Dual Language ◽  
Language Minority ◽  
Dual Language Learners ◽  
English Speakers ◽  
Low Socioeconomic ◽  
Predictive Role

Some evidence suggests that the home numeracy environment (HNE) is related to children’s numeracy. Socioeconomic status (SES) and language minority status can also influence children’s HNE and numeracy. Limited HNE research focuses on dual language learners (DLLs). Using a sample of preschool-aged children ( n = 98) from low socioeconomic status (SES) backgrounds, we examined differences between Spanish-speaking DLLs’ ( n = 37) and monolingual English speakers’ ( n = 61) numeracy, differences in HNEs, and predictive role of HNE on numeracy. Using frequentist and Bayesian t tests, we found that numeracy was not significantly different between DLLs and monolingual English speakers when DLLs’ numeracy was measured in English or in both English and Spanish. However, DLLs’ Spanish numeracy was lower than monolingual English speakers’ English numeracy, t(96) = 2.10, p = .038, Bayes factors (BF10) = 1.51. HNE did not significantly predict either group’s numeracy regardless of assessment language. This study is an important step toward understanding DLLs’ HNE and numeracy.

Nuestros Ninos: Promoting School Readiness of Dual-Language Learners

2011 ◽  
Author(s):  
Dina C. Castro ◽  
Cristina Gillanders ◽  
Donna Bryant ◽  
Ximena Franco
Keyword(s):  
School Readiness ◽  
Language Learners ◽  
Dual Language ◽  
Dual Language Learners
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