To Transfer or Not to Transfer: Examining Influences on Dual Language Learner Children's Science Scores

• In Event: Moscone Center North Roundtable Session 5
  In Roundtable Session: Vocabulary and Language Development for Emergent Bilinguals

Abstract

Science has recently been recognized on a national level as an area of importance for early childhood education. Despite the benefits that science education provides for young children, to date, no studies have examined influences on Dual Language Learning (DLL) Head Start children’s science scores. Using equated English and Spanish science assessments, the present study found that: 1) DLLs in this sample did not perform differently on their English and Spanish science assessments 2) dominant language predicted children’s performance on English, but not Spanish science assessments 3) teacher English and Spanish and teacher academic science language did not impact children’s performance on science assessments. Implications for these findings are discussed.

Authors

• Brooke Rumper, Yale University

• Elizabeth Frechette, The University of Oklahoma

• Daryl B. Greenfield, University of Miami