3-192 - Classroom Language Use and Learning Outcomes in Dual Language Learners in the U.S.

Session Type: Paper Symposium

Integrative Statement

Dual language learners (DLLs), children growing up speaking two or more languages, represent a growing population in U.S. schools. These children primarily speak a non-English language at home and attend either English-only schools or dual language programs. While attending dual language programs has a beneficial effect on learning in general (Lindholm-Leary & Hernandez, 2011; Steele, et al., 2017), knowledge on developing a linguistically sensitive learning environment for all learners, particularly for DLLs, is still accumulating. This symposium aims to focus on the classroom language environment to evaluate common factors important for learning in DLLs and non-DLLs. Paper 1 compares elementary school children’s learning outcomes in dual language programs and single language programs offered by the same school. It was reported that students in both programs were able to integrate information across lessons equally well, even across languages, as long as sufficient contextual support was provided. Paper 2 evaluates the quality and quantity of discourse for both children and adults in preschool classrooms. Findings reveal that the use of Spanish by teachers was associated with Spanish-English conceptual vocabulary and unrelated to English-only vocabulary, suggesting that Spanish use in the classroom helps expand the DLLs’ conceptual knowledge. Paper 3 examines the relationship between classroom language support and DLLs’ English and Spanish complex language skills in preschool classrooms. More Spanish use in classrooms facilitates Spanish proficiency, but is also associated with lower English proficiency. Together, the three papers highlight the similarities in classroom factors that facilitate learning in preschool and elementary schools.

Sub Unit

• Language, Communication

Chair

• Gigi Luk, McGill University

Discussant

• Lisa Lopez, University of South Florida

Individual Presentations

• Choosing Maintenance: Children in Dual-Language Programs Integrate Across Languages - Presenting Author: Alena G Esposito, Clark University; Non-Presenting Author: Patricia Bauer, Emory University

• Preschool Classroom Language Contexts and Spanish-English Dual Language Learners’ Conceptually-Scored Vocabulary Performance - Presenting Author: Israel Flores, Vanderbilt University; Non-Presenting Author: Jeannette Mancilla-Martinez, Vanderbilt University; Non-Presenting Author: Janna McClain, Vanderbilt University

• Effects of Preschool Classroom Supports on the Language Skills of Dual Language Learners - Presenting Author: Annie Partika, Georgetown University; Non-Presenting Author: Anna Johnson, Georgetown University; Non-Presenting Author: Owen Schochet, Georgetown University; Non-Presenting Author: Jane Hutchison, Georgetown University; Non-Presenting Author: April Dericks, University of Oklahoma Tulsa; Non-Presenting Author: Sherri Castle, University of Oklahoma Tulsa