Language Development Skills in Pre-K: A Close Look at Single and Dual Language Learners

• In Event: Roundtable Session 48
  In Roundtable Session: Transition to Kindergarten: Predictors and Practices

Abstract

This study focuses on beginning facets of a longitudinal study examining how monolinguals compare to bilingual Spanish speakers on development of English language skills. The first wave of data allowed us to determine what differences exists in the core language scores of the English speakers vs. the English- Spanish bilinguals. We utilized the CELF 5th Edition – Preschool-2 in both English and Spanish versions. Data were analyzed using descriptive and statistical methods revealing not only that Spanish speaking bilinguals perform worse than their monolingual counterparts on the English CELF, but that they performed better when assessed in Spanish. Subsequent data collection will compare not only Core Language in English, but also in Spanish, and the subscale comparisons between and within groups.

Authors

• Patricia Alvarez McHatton, University of Texas Rio Grande Valley

• Julia T. Atiles, The University of Missouri-Kansas City