Early Childhood Classroom Contextual Factors Essential in the Academic Success of Dual Language Learners

Session Type: Paper Symposium

Abstract

Dual language learners (DLLs) make up approximately one-third of the K-12 student population (Park et al., 2018). Yet, there continues to be limited research within the DLL literature on what constitutes high quality preschool experiences for DLLs (Limlingan et al., 2020). Previous studies within classrooms serving DLLs have found teachers who are better prepared to teach DLLs hold strengths-based perspectives of DLLs’ home language, which in turn, benefits their students’ early cognitive skills (Ramírez et al., 2019). Further, the use of home language supports in the classroom has direct benefits to the long-term academic success of DLLs (Hindman & Wasik, 2015; Méndez et al., 2018). The present symposium highlights three studies within early childhood classrooms serving DLLs. Across studies professional development and home language supports are identified as key contextual factors for promoting DLLs’ long-term academic success. In the first paper, profiles of teachers centered around professional development experiences support the formation of DLL profiles for Spanish-English speaking children. The second paper extends these findings, such that teachers receiving more DLL-related PD were more likely to use home language strategies in the classroom, in turn improving children’s language and math skills. The third paper adds to the first two papers by examining the effect of home language supports within the classroom. Exploiting repeated measures of DLLs’ classroom bilingual supports and outcomes across five years of schooling (preschool-third grade) findings indicate that bilingual supports promote DLLs’ growth in both English and math across time. The discussant will provide cross-study implications.

Sub Unit

• School Readiness/Childcare

Chair

• Lisa Maria López, University of South Florida

Discussant

• Lillian Karen Duran, University of Oregon

Individual Presentations

• Considering Classroom Contextual Factors that Influence the Formation of DLL Profiles in Head Start - Presenting Author: Lisa Maria López, University of South Florida; 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

• Relationships between DLL-Related PD, Teacher Instruction, and Child Outcomes: Understanding Links to Help Support DLLs from Diverse Backgrounds - Presenting Author: Lisa White, American Institutes for Research - California; 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)

• The Role of Bilingual Supports in Dual Language Learners’ Development throughout Early Education - Presenting Author: Anne Partika, Georgetown University