English Language and Social-Emotional Skills of Dual Language Learners: Understanding the Role of Linguistic Environments

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 2
  In Roundtable Session: Paso a paso early experiences with language, literacy and identity.

Abstract

Using a person-centered approach, this study investigated the profiles of preschool-aged DLLs' home linguistic environment and examined relationships between linguistic profile membership and DLLs’ school readiness outcomes in English and social-emotional skills. It also examined the interaction effect of classroom linguistic factors on the relationship between home linguistic profiles and DLLs’ school readiness performance. Two distinct profiles of home linguistic environments were identified: Class 1 – Rich Linguistic Environment and Class 2 – Limited Linguistic Environment. The class membership was significantly related to DLLs’ school readiness. The findings of this study highlight the importance of linguistically supportive environments in both home and classroom settings by examining the interaction effects of classroom linguistic environment factors.

Authors

• Jun Wang, The Ohio State University

• Rachel Hur, Johns Hopkins University

• Lieny Jeon, University of Virginia