Multilingual Learners' Early English Development: Perspectives From Home and School Language Environments (Poster 6)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session One

Abstract

Drawing upon Bronfenbrenner’s ecological theory (1979, 1986), the current study investigates how multilingual learners’ (ML) home and school microsystems may have an impact on their early English development. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011, a total of 392 MLs were examined. A logistic regression indicated that the participants were significantly more likely to improve their English in the year right before elementary school if 1) their teachers believed more strongly that they were adequately trained to teach ELLs; 2) their English ability was assessed less than once a week at school; and 3) they worked in structured peer-assisted settings more than once a week at school. Implications and limitations of the study were discussed.

Authors

• Linlin Wang
  Non-Presenting Author

• Annemarie H. Hindman, Temple University
  Presenting Author