1-187 - Bilingual Education Program Models & Classroom Practices for DLLs: Processes and outcomes from preschool through elementary school

Session Type: Paper Symposium

Integrative Statement

A critical challenge facing the nation is how effectively to educate dual language learners, namely children who are simultaneously learning their home language(s) and English. DLL children make up 32 percent of the U.S. child population (Park, O’Toole, & Katsiaficas, 2017). Despite their linguistic and cultural strengths, evidence indicates that DLL children lag behind their English-monolingual peers in educational achievement and attainment; this gap begins before preschool and continues throughout their education. Heatedly debated are the various ways in which to support DLL children’s language development (e.g., English only). Nevertheless, best practice dictates that the language of instruction and specific teaching practices are necessary to promote optimal development of DLL children.

This symposium brings together papers that explore the effects of different program models and classroom practices on DLL preschool children’s early learning and the implications of those experiences on later outcomes. The first paper explores the relationship between classroom discourse and student engagement on DLL preschool children’s vocabulary, print knowledge, and math skills. The second paper examines the use of instructional practices adapted for DLL children and its association with children’s language and executive function skills. The third paper, using longitudinal data, investigates the type of bilingual language model program (i.e., one-way immersion vs. TWI vs. sheltered ESL vs. mainstream ESL) on the speed of DLL children’s English acquisition and children’s academic outcomes in 5th grade.

Discussion of communalities and differences of these studies, and their implications will be led an expert in the developmental processes of DLL children.

Sub Unit

• Education, Schooling

Chair

• Natalia Rojas, New York University

Discussant

• Sandra Barrueco, The Catholic University of America

Individual Presentations

• Language interactions and classroom discourse promote vocabulary and math skills in preschool classrooms serving DLLs - Presenting Author: Lisa Lopez, University of South Florida; Non-Presenting Author: Rica Ramirez, University of Texas at San Antonio; Non-Presenting Author: Jennifer Barreto, University of South Florida; Non-Presenting Author: Deborah Christie, University of South Florida

• Measuring the Specific Instructional Practices Experienced by Dual Language Learners in Preschool Classrooms - Presenting Author: Natalia Rojas, New York University

• DLL Outcomes varies by Bilingual Education Model: Two-Way Immersion and Home Language Support - Presenting Author: Adam Winsler, George Mason University; Non-Presenting Author: Ellen Serafini, George Mason University; Non-Presenting Author: Nadine Rozell, George Mason University