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3-090 - Teacher and Peer Language Use in ECE and Dual Language Learner Outcomes

Sat, March 23, 9:45 to 11:15am, Hilton Baltimore, Floor: Level 2, Key 2

Session Type: Paper Symposium

Integrative Statement

State and federal systems are making efforts to identify and implement practices designed to improve the outcomes of DLLs, who also tend to have priority for enrollment (Barnett, et al., 2017; Head Start ECLKC, 2017). A growing literature suggests that high-quality ECE has particular benefits for young dual language learners (DLLs) learning English in the classroom context (see Buysse, et al., 2014; NASEM , 2017). Given the increased focus on DLLs, more information is needed about specific aspects of classroom quality and children’s experiences that support improved outcomes. The papers included in the symposium will fill this gap by documenting how bilingual language use by teachers and peers is related to outcomes for DLLs.
All three papers examined the development of young DLLs in high quality ECE settings. Paper 1 examined the contribution of peer language skills in Spanish and English to the language outcomes of dual language learners, and found that controlling for the degree of Spanish used for instruction, having peers with higher Spanish language skills was related to improved language skills for the target child. Paper 2 found that having both Spanish and English as the languages of instruction for toddlers through Pre-K was related to improved language skills in Spanish, and greater gains in English relative to their peers. Paper 3 also finds benefits for children’s Spanish language skills when bilingual instruction was provided, and that improved Spanish-language skills as a three-year-old were associated with better English language skills in Pre-Kindergarten.

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