Language Experience of Monolinguals and Dual Language Learners During Preschool Classroom Activities

• In Event: Meeting the Needs of Dual Language Learners and Immigrants

Abstract

The present study details a quantitative analysis of the language experiences of English monolingual and dual language learners (DLLs) in preschool across different activity types (e.g., free play, large group, small group). Findings from multiple measurements of adult word count to, conversational turns with, and vocalizations of 32 preschool children (12 monolinguals, 20 DLLs) provide no evidence of a language status effect, but only when classroom activity is not taken into account. When classroom activity, and the interaction of activity and language status are included, English monolingual children receive more adult words and have more conversations during free/center play than do DLL children. Furthermore, the number of words, conversations, and vocalizations differ within each language status across activity types.

Authors

• Craig K. Van Pay, Iowa State University

• Ji Young Choi, Iowa State University

• Dahyung Ryu, Iowa State University