Considering Classroom Contextual Factors that Influence the Formation of DLL Profiles in Head Start

• In Event: Early Childhood Classroom Contextual Factors Essential in the Academic Success of Dual Language Learners

Abstract

Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies (Halpin et al., 2021; Lopez & Foster, 2021; Solari et al, 2022). However, there is limited understanding of contextual factors associated with the formation of DLL profiles. Considering theories proposed by Garcia Coll et al. (1996) and Velez Agosto et al. (2017), and in reviewing current research on DLLs, several classrooms factors have been identified as potentially important variables in the development of academic competencies among preschool-aged DLLs (Garcia & Ozturk, 2017; NASEM, 2017). Previous research points to teacher training and professional development specifically focused on DLLs as positively related to language, literacy, and math skills among preschool aged DLLs (Ramirez et al., 2019). The preschool language environment is an additional classroom factor identified in the research as important to investigate in relation to DLL children’s language and academic readiness skills (Figueras-Daniel & Li, 2021; Sembiante et al., 2022). Numerous studies have found that the use of the child’s home language in the preschool classroom has direct benefits to the long-term success of DLLs in school (Hindman & Wasik, 2015; Lindholm-Leary, 2014; Méndez et al., 2018).

In the present study we take a closer look into the four-profile solution identified in earlier work to identify classroom variables that help distinguish the contextual variables associated with each profile. The present study identified profiles of teachers expected to support the formation of DLL profiles. The sample consisted of 330 preschool Latine DLLs (53.64% female; Mage=5.09) representing 11 countries, along with 84 Head Start teachers. Children were assessed in both English and Spanish separately on subtests of the Woodcock Johnson III/ Bateria 3. Teachers completed a demographic survey. To empirically identify child and teacher profiles, two separate series of mixture models were examined. For the child profiles of cognitive, linguistic, literacy, and math skills, mixture models were estimated using W scores from the WJII subtests. Profiles of teachers were based on their education level, hours of DLL training, years of classroom experience, and the language used for classroom instruction during the spring of learners’ pre-K school year. Model selection was assessed using the Bayesian information criteria (BIC), change in BIC (ΔBIC), entropy, Vuong-Lo-Mendell-Rubin likelihood difference test (VLMR), and Lo-Mendell-Rubin adjusted likelihood ratio test (LRT) (See Table 1).

We identified four profiles of DLLs (English Dominant, Balanced Average, Spanish Dominant, Emerging Bilinguals), and two profiles of classrooms (teachers with high education with high training and teachers with low education with low training). The correspondence between the teacher and child profiles was statistically significant, X^2(6) = 24.27, p < .001 (Table 2), and suggests that over half of the children taught by teachers with High Education and Training are in Balanced Average or Spanish Dominant profiles. A larger proportion of DLLs in the Emerging Bilingual profile are in classrooms with teachers characterized by low education and little professional development as compared to the other three profiles.

Authors

• Lisa Maria López, University of South Florida
  Presenting Author

• Matthew E Foster, University of South Florida

• Shaunacy Sutter, University of South Florida

• Karen Nylund-Gibson, University of California, Santa Barbara

• Dina Naji Arch, University of California, Santa Barbara