Relationships between DLL-Related PD, Teacher Instruction, and Child Outcomes: Understanding Links to Help Support DLLs from Diverse Backgrounds

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

Abstract

The large number of dual language learners (DLLs) in early childhood settings has led to an increased focus on identifying effective teaching strategies that can promote their learning (NASEM, 2017). Research shows that when teachers receive professional development (PD) geared towards supporting DLLs, it can improve teachers’ use of evidence-based practices, as well as the outcomes of children in their classrooms (Buysse et al., 2010; Castro et al., 2017). This study examines the relationship between PD, teacher instructional practice, and DLL children’s learning outcomes. We hypothesize that the more DLL-related PD teachers receive, the more they will engage in evidence-based instructional practices, and, in turn, that these instructional practices will positively relate to DLL children’s outcomes.



Data for this analysis come from a study of 1,600 preschool-aged DLLs from diverse language backgrounds (i.e., Spanish, Cantonese, Mandarin, and Vietnamese) attending early learning and care programs across California. Children ranged in age from 3 to 5.6 years (mean: 3.9-4.4 years, depending on the language group) and the sample was split relatively evenly among boys and girls. The sample included a total of 626 early learning and care teachers who were majority Hispanic/Latino (69%), followed by White (15%) and Asian (14%).



The study includes two data sources: an online survey completed by teachers in the spring of 2020 and direct assessments of preschool-aged DLLs completed in the fall 2019-winter 2020. Teachers reported on the amount of DLL-related PD they had received across different topics related to teaching DLLs, and on their instructional practices with DLLs (by language background) in their classrooms. DLL children were assessed on their language and math skills in both their home language and English.

A set of multilevel regression analyses were conducted for each language group to examine: a) the relationship between amount of DLL-related PD and teacher instructional practices and b) the relationship between teacher instructional practices and child outcomes (controlling for a wide array of teacher and child background characteristics). Additional analyses were conducted to test the relationship between DLL-related PD and child outcomes, and whether this is mediated by teachers’ instructional practices.



Results suggest that teachers who reported receiving more DLL-related PD were more likely to use general instructional strategies in the home language (p<.001; Figure 1) and home language strategies to build English (p<.001), as well as have more home language books in the classroom (p<.01). Additionally, when teaching teams used more home language activities, DLLs in their classroom performed better on both vocabulary and math in the home language (vocab: p<.001; math: p<.01; Table 1). DLLs also performed better on home language vocabulary when teachers had more books available in the home language (p<.001). (Note: Significance values in this abstract are presented for the Spanish group, but findings for all language groups, along with the mediation analyses, will be discussed upon acceptance.) Results highlight the importance of providing DLL-related PD for teachers of DLLs, as this may help teachers improve their instructional practice with DLLs, and thereby support young DLL children’s learning.

Authors

• Lisa White, American Institutes for Research - California
  Presenting Author

• Deborah Holtzman, AIR

• Leanne Elliott, University of Pittsburgh

• Heather Quick, American Institutes for Research - California

• Karen Manship, American Institutes for Research - California

• Iliana Brodziak de los Reyes, American Institutes for Research

• Rebecca Bergey, American Institutes for Research (AIR)