Exploring Within-Group Variation in Dual Language Learners' Preschool Development and Their Families' Language and Literacy Practices

• In Event: Dual Language Learners' Language and Literacy Experiences in Culturally and Linguistically Diverse Global Contexts

Abstract

Preschool is a critical period for developing the oral language and early literacy skills underlying children’s school readiness (Weiland & Yoshikawa, 2013). Approximately 32% of preschool-aged children in the United States are dual language learners (DLL), and the majority (60%) of preschool DLLs come from Spanish-speaking homes (Park et al., 2018). Research has established that DLLs’ development in Spanish and English varies significantly depending on their language exposure, language use, and home literacy environment (Hammer et al., 2014). Understanding within-group variation in children’s language and literacy experiences at home is critical for supporting academic development in heterogenous populations of DLLs.

A growing number of studies have used latent profile analyses (LPA) to distinguish subgroups of preschool DLLs based on variation in patterns of oral language and early literacy abilities within and across individual children (e.g., López & Foster, 2021; Lonigan et al., 2017). Family language and literacy practices in Spanish and English may differentiate profiles of oral language and early literacy in preschool DLLs (e.g., Hoff et al., 2021; Halpin et al., 2021; Gonzalez et al., 2016). However, there also appears to be substantial variation in the language and literacy practices within families (e.g., López et al., 2020; Lewis et al., 2016). The impact of language exposure, child language use, and mother-child literacy activities on preschool development appears to vary across family members and types of literacy activities, respectively (e.g., Bitetti & Hammer, 2016; Branum-Martin et al., 2014).

The current study uses LPA to investigate whether within-family variation in preschool DLLs’ Spanish and English experiences in the home is related to their profiles of bilingual development during preschool. Specifically, this study describes subgroups of preschool DLLs based on variation in patterns of Spanish and English oral language and early literacy abilities within and across individual children. Additionally, this study explores subgroups of DLLs’ families based on variation in patterns of Spanish and English language exposure, child language use, and mother-child literacy activities within and across individual families. Finally, this study investigates the relationship between family and child profiles to generate a comprehensive description of the relationship between preschool DLLs’ Spanish and English development and their families’ language and literacy practices.

A sample of 354 preschoolers and their caregivers were included (Table 1). Children’s syntax, vocabulary, phonological awareness, letter knowledge, and verbal reasoning abilities were assessed in Spanish and English the Spring before kindergarten entry (Table 2). Caregivers reported demographics and the amount of Spanish and English language exposure and child language use across different family members and different literacy activities (Table 5). Four profiles of preschoolers’ bilingual development emerged, characterized by balance of abilities across languages and relative ability across skills (Tables 3 and 4). Three family profiles emerged, characterized by patterns in language exposure and child language use across family members and across different mother-child literacy activities (Tables 6 and 7). Family profiles differentiated preschoolers’ profiles of bilingual development (Table 8). Findings will be discussed with a focus on the importance of understanding within-group variation in diverse populations.

Authors

• Julie Smith, Teachers College, Columbia University
  Presenting Author

• Carol Scheffner Hammer, Teachers College, Columbia University
  Non-Presenting Author