Poster #55 - Outcomes and Disparities in the Preschool Language Experiences of Head Start English Monolinguals and DLLs

• In Event: Poster Session 11

Abstract

ECE classrooms are an important context for children’s early development (Aukrust & Rydland, 2011; Halle et al., 2012; Magnuson et al., 2006; Sawyer et al., 2016). ECE classrooms rated as being of high quality typically result in better outcomes for children (Burchinal et al., 2010; Song et al., 2014; Wood et al., 2016). There are large differences in quality across classrooms (Choi et al., 2016; Han et al., 2017; Sawyer et al., 2018), but also within them (Cabell et al., 2015; Chaparro-Moreno et al., 2019; Duncan et al., 2020). For dual language learners (DLLs), ECE experiences are particularly relevant for learning English (Puma et al., 2010). The current study investigated within classroom differences of quantitative (teacher word count, teacher-child conversational turn count, and child vocalizations) and contingency features (i.e., teacher responsivity, child responsivity, child vocal reciprocity, teacher vocal reciprocity) for English monolinguals and DLLs and how each were related to their academic outcomes.

In this study, quantitative and contingency features of the language environments of 36 preschoolers in Head Start (15 English monolingual; 21 DLLs) were estimated using automatic, naturalistic, child-centered recordings across a week of typical classroom activity. Zero-inflated generalized linear mixed models were used to estimate the mean number of language quantity features per 5-minutes of the day and the probability that any 5-minutes would not have any language features. There were no differences in these estimates for DLLs and English monolinguals, but different patterns emerged when taking the classroom activity into consideration. DLLs heard more teacher words than EMs during large group activities, but fewer words during free play or centers, and DLLs vocalized more during meal/snack and outside play.

Multiple regressions were used to compare DLLs to English monolinguals in four types of vocal contingencies. Teachers were less likely to respond to DLL vocalizations (d = -.72), and when teachers did, DLL children were less likely to reciprocate back (d = -.76). These patterns were then used to predict academic outcomes as measured by Teaching Strategies GOLD at the end of the Head Start program year with an interaction of language status. Child responsivity (d = .29) and teacher responsivity (d = .34) were positively associated with the language outcomes for DLLs, but not for EMs. Additionally, teacher vocal reciprocity, or the likelihood of a teacher vocalizing, the focus child responding, and the teacher reciprocating, was positively associated (d = .17) with cognitive outcomes as measured by GOLD for DLLs, but not for EMs.

There were differences in the quantitative features of language during certain activities for DLLs and English monolinguals. Additionally, there were large differences for DLLs and English monolinguals in the teachers’ responsivity to their vocalizations. These results suggest that there may be professional development opportunities for providing DLLs with equitable language experiences in preschool. Results from the current study further corroborate research on the busy nature of the ECE classroom and the variation of experiences within classrooms (e.g., Chaparro-Moreno et al., 2019).

Authors

• Craig K. Van Pay, University of Oklahoma
  Presenting Author

• Ji Young Choi, Iowa State University

• Constance C Beecher, Iowa State University