Subgroups Within a Heterogeneous Population: Considering Contextual Factors That Influence the Formation of Dual Language Learner Profiles

• In Event: Using Innovative Methodological Approaches to Explore the Heterogeneity of Latinx Dual Language Learners Within Early Childhood Classrooms

Abstract

It is important to gain a stronger understanding of contextual factors and their role in DLLs’ school readiness (see García & Öztürk, 2017). Because young DLLs are a heterogeneous group, the purpose of the present study was to extend prior work examining within-group variability of DLLs based on latent profiles of Spanish-English DLLs’ cognitive, linguistic, literacy, and math skills and linking those profiles to profiles of parents and teachers. In doing so, we can gain a stronger understanding of promotive factors that inform DLLs’ school readiness profile development.
This study was grounded in the culturally adapted bioecological model of human development (Vélez- Agosto et al., 2017) and integrated model for the study of developmental competencies in minority children (Garcia Coll et al., 1996), which posit that cultural processes interact with cognitive, linguistic, and academic processes to form learner profiles. Further, the extent to which DLLs receive support in their home language may support their English literacy and math skills while fostering bilingualism (NASEM, 2017). The education levels of parents and teachers along with teacher commitment to professional development focused on supporting English learners (ELs) may also help parents and teachers be responsive to the educational needs of DLLs; thereby supporting DLLs academic readiness.
Using latent profile analysis we conducted three series of analyses. Based on measures of cognitive, linguistic, language, and math skills, assessed in both English and Spanish using subtests from the Woodcock-Johnson III/ Batería 3 (Woodcock et al., 2001, 2004), four groups of DLLs (n=330) enrolled in Head Start prek-4 programs were identified. The groups included English dominant, Spanish dominant, Balanced Average, and Balanced Low. These groups aligned with the children’s language proficiency, while taking into consideration the full range of school readiness skills. Second, four profiles of parents (n=313) were identified based on parent education and the child’s home language input. These groups included low parent education, high mother education, high parent education, and high father education (home language input did not differentiate the profiles). The pattern of parent profiles did not correspond to the profiles of DLLs, 2(12)=11.53, p=.44, Cramer’s V=0.11. Third, two groups of teachers (n=65) were identified, differentiated by education level and hours of ELs training (i.e., high education with high training, low education with low training), but not years of classroom instructional experience or classroom language input. The pattern of teacher profiles corresponded to the pattern of child profiles, 2(6)=24.27, p<.001, though the effect was small, Cramer’s V=0.19. English Dominant and Balanced Average DLLs were more likely to have teachers with high education and high training while Balanced Low DLLs were more likely to have teachers with low education and low training or teachers that did not complete the teacher survey in this study. While the heterogeneity of DLL profiles point to the importance of assessing DLLs in their home language, more research is needed to understand the contextual factors that support the formation of DLL profiles.

Authors

• Matthew Edward Foster, University of South Florida - Tampa
  Presenting Author

• Lisa M. Lopez, University of South Florida
  Presenting Author

• Karen L. Nylund-Gibson, University of California - Santa Barbara
  Presenting Author

• Shaunacy Robert Sutter, University of South Florida
  Presenting Author

• Dina Naji Arch, University of California - Santa Barbara
  Presenting Author