The Influence of Poverty, Family Immigration Status, and Language Status on English Language Learners' Social-Emotional Development

• In Event: Poster Session 15
  In Poster Session: Human Development 2

Abstract

Using a nationally representative sample dataset (ECLS-K:2011), the present study examines the influences of language status on the social and emotional developmental trajectories of children from kindergarten to second grade. The analysis sample included 11,129 children (51% boys; averaged 5.63 years old at kindergarten). Approximately 19.2% of the children spoke a non-English language at home. Children’s English proficiency was assessed using the Preschool Language Assessment Survey, and their social/emotional skills and behavior problems were assessed with teacher reports. Multilevel analyses results showed variations in children’s social-emotional developmental trajectories predicted by their language status.

Authors

• Christine Meng, Edgewood College

• Linda Lee, California Polytechnic State University, San Luis Obispo