The Impact of Personalized Oral Language Learning Strategies on Preschool-Aged Dual Language Learners

• In Event: Preparing Educators to Serve Dual Language Learners in Early Care and Education Settings: Existing Practices and Promising Solutions

Abstract

Objectives:
Early development of the child's first language is a beneficial foundation for learning English in school. Moreover, DLLs have the capability to learn two or more languages if given appropriate opportunities and supports (Espinoza, 2014). According to Zepeda (2015), the achievement gap is likely to grow between DLLs and their monolingual peers when entering schools if effective strategies are not implemented to support this population.

The National Academies of Sciences, Engineering, and Medicine (2017) provided an extensive literature review of evidence-based practices and approaches to support both native and English language development among DLLs birth to twelfth grade. The report called for further research to identify evidence-based professional development strategies with a focus on bringing home language and culture into ECE settings and incorporating family engagement. This study seeks to understand how teachers’ use of specific language development strategies supports preschool students’ home language and English language development.

Theoretical Framework:
Utilizing the cultural and linguistic capital (Yosso, 2005, & Moll, Amanti, Neff, & Gonzalez, 1992) and social cultural theory (Vygotsky, 1978) theoretical frameworks, the current study examines the impact of utilizing Personalized Oral Language Learning (POLL) strategies on native language acquisition and English development among preschool-aged linguistically diverse students in an early childhood education program.

Methods and Data Sources:
The study takes place in central California where POLL strategies have been implemented recently. POLL is implemented through professional learning communities and coaching support for teachers about a specific set of strategies that address language, foundational literacy, and family engagement for DLLs. Data for this study come from the 2018-2019 academic year from a program that implemented POLL in 2 center-based preschools with a total of 8 classrooms. The comparison site that did not receive POLL strategy implementation through its teachers consists of 3 center-based preschool sites with a total of 12 classrooms. Employing a quasi-experimental design, this study will compare pre and post scores on language skills using the Desired Results Development Profile (DRDP) and Pre-IPT (oral language skills in Spanish and English) scores at both pre and post of preschoolers in programs that implement POLL strategies versus programs that do not implement POLL strategies.

Results and Significance:
Preliminary findings are in development and will be released in April. Discussion will include a summary of the research methods and policy recommendations to address effective strategies to support dual language learners. The concrete data will provide an on-ramp to create conditions to promote kindergarten readiness among dual language learners. Ultimately, results from this study will assist in equipping present early childhood educators with strategies, in addition to growing a future workforce that is capable of providing culturally and linguistically appropriate education for young children whose home language is not English (Zepeda, 2015).

Author

• Lupe Jaime, Fresno County Office of Education