Poster #72 - Early classroom integration among single and dual language learners: Interactive associations with language and shyness

• In Event: Poster Session 02

Abstract

Classroom adjustment is a consequential developmental task of early childhood. This may be particularly so for dual language learning children (DLLs), who face greater challenges in early socialization (Halle et al., 2014) and are more likely to struggle with classroom integration (Tabors, 2008). For both DLLs and single language learners (SLLs), language ability may heavily influence classroom outcomes (Halle et al., 2012; Hooper et al., 2003). More advanced societal language skills may facilitate richer interactions with educators and peers. However, less research has focused on which language modality (e.g., receptive versus expressive) drives this association. Moreover, the association between language and classroom outcomes may be influenced by children’s temperament, particularly their level of shyness. Shy children tend not to engage with others due to social fear despite a desire for interaction (Rubin et al., 2009) and may find transitioning into the classroom context particularly challenging (Coplan & Arbeau, 2008). Shy children may also rely on their language skills more to overcome socialization problems (Coplan & Armer, 2005). Conversely, shy children may also be less inclined to communicate in social contexts (Rimm-Kaufman & Kagan, 2005), and thus fail to capitalize on their skill. These processes may be particularly strong among DLLs.

This study investigated these associations and assessed how they may differ between young DLLs and SLLs. The sample (agemonths M=47.67, SD=8.50) consisted of 209 SLL (48% girls) and 121 DLL (52% girls). Sentence comprehension, assessed using a picture-choice task (e.g., Lecocq, 1998) and receptive vocabulary, measured by the Peabody Picture Vocabulary Test (e.g. Stella et al., 2000) composed the receptive language skills (RLS) composite. Expressive language skills (ELS) were assessed using a Picture Naming Test (e.g., Kiese-Himmel, 2005). Parents (nSLL=167; nDLL=95) completed the shyness subscale of the Child Behavior Questionnaire Short Form (CBQ-SF, Putnam & Rothbart, 2006) and teachers (nSLL=126; nDLL=59) reported on children’s classroom integration in a self-developed measure. Age, maternal education, and gender were covariates.

Preliminary findings of a multigroup path analysis suggested that, among SLLs, neither RLS, ELS, or shyness were associated with classroom integration, and no interactions were significant. For DLLs, RLS were positively associated with classroom integration, and significant interactions between shyness and both RLS and ELS were found. See Table 1.

Among DLLs, RLS exhibited a stronger association with classroom integration among very shy children and no association among the least shy children. Conversely, ELS exhibited a negative association with classroom integration among very shy children and a positive association among the least shy children. See Figure 1.

These results suggest that language and shyness are particularly relevant for DLLs’ classroom integration compared to SLLs. Among shy DLLs, strong receptive language skills may relieve anxieties and promote greater ease in the classroom. Although bolder DLLs with better expressive language skills were better integrated, shy DLLs with better expressive skills were more poorly integrated. Having the skills to speak but feeling too anxious communicate may impede shy DLLs’ ability to cope with social demands. Finally, this study highlights the value of separately investigating language modalities.

Authors

• Simone Emily Halliday, Universität Bern
  Presenting Author

• Ankica Jurkic, University of Bern

• Tina Hascher