Dual language-learning environments for dual language learners: Language and learning at home and school

• In Event: Do dual language experiences benefit the academic and literacy outcomes of Spanish speaking ELs?

Abstract

The large number of dual language learners (DLLs) in the nation and the growing recognition of the benefits of developing bilingualism (see NASEM, 2017) underscore the need to understand the conditions that best support language development and learning for these children. DLLs are often learning language in two different environments—home and school. How parents use language and engage their children in learning activities shapes how their school-based learning plays out as well (Quiroz et al., 2010). DLLs may also hear their home language at school—and when they do, it can be be associated with both home language and English development (e.g., Méndez et al., 2018) as well as learning in other domains (e.g., Burchinal et al., 2012). In this study, we examine dual-language input in both the home and school environments to understand how they relate to children’s bilingualism and language-specific academic outcomes. We hypothesized that young DLLs’ exposure to Spanish language and learning activities in the home and school environments will be positively related to their language and learning outcomes.

The study focuses on the population of DLLs ages 3-5 from Spanish-language backgrounds enrolled in early learning and care programs in California. Data are also drawn from their teachers (including Spanish and non-Spanish speakers) and parents (who vary on language proficiency, income, and education levels).

We measured language and math outcomes for 1,387 DLLs using the Woodcock-Johnson Vocabulary and Applied Problems subtests in both Spanish and English. Separate surveys of their parents and of teaching teams in their 249 classrooms (in 139 programs) together captured language use and learning activities in Spanish and English in the home and classroom. Using multilevel modeling to account for the nesting of children in programs, we examined the relationships between child outcomes and exposure to Spanish and English language and learning activities. Models controlled for a wide range of child-, family-, and classroom-level background characteristics.

The study revealed substantial variation in children’s exposure to Spanish and English both at home and at school and primarily positive outcomes associated with Spanish use. The majority of parents reported using Spanish more than English, but more parents reported engaging their child in home learning activities in both languages than in either language alone. The use of Spanish at home was positively related to children’s Spanish vocabulary (p<.001) as well as math as assessed in Spanish (p<.001). However, greater use of Spanish at home was associated with lower English vocabulary scores (p<.001) among DLLs.

The amount of time teachers reported using Spanish in the classroom was also positively related to children’s Spanish vocabulary (p<.001) and math as assessed in Spanish (p<.001). And classroom Spanish use had no negative relationship with English outcomes. The amount of English used in the classroom, on the other hand, had no significant relationship with English outcomes, and a negative relationship with both Spanish vocabulary (p<.001) and math as assessed in Spanish (p<.001). Additional analyses and implications of these findings will be discussed.

Authors

• Heather Quick, American Institutes for Research - California
  Presenting Author

• Deborah Holtzman, AIR

• Lisa Hsin, American Institutes for Research

• Lisa White, American Institutes for Research - California

• Iliana Brodziak de los Reyes, American Institutes for Research

• Karen Manship, American Institutes for Research - California