A Multilevel Analysis of Classroom Language Diversity and English Language Learner (ELL) and Non-ELL Children's Language Growth

• In Event: Sheraton Roundtable Session 40
  In Roundtable Session: Latinx and English Language Learner Children and Families in Education

Abstract

This study examined the effect of classroom language diversity on language development of ELL and non-ELL children. A nationally representative sample of the FACES 2009 cohort was used to address the research goal. A three-level hierarchical linear modeling in which time was nested with the child and the child was nested within the classroom was conducted. Results showed that non-English-speaking Hispanic/Latino bilinguals benefit from classrooms with low language diversity. Classroom language diversity has no effect on the other ELL children’s language outcomes. The present study’s preliminary findings suggest that the effect of classroom language diversity depends on the children’s language status. This information may be useful for early childhood educators of mainstream general education classrooms.

Author

• Christine Meng, Edgewood College