Better Together: Delving into Multiple Methodologies to Assess DLL Children and Their Classroom Contexts

Session Type: Paper Symposium

Abstract

Across the US, dual language learners (DLLs) are the fastest growing group of children under age eight (Park et al., 2018). Prior research has underscored the importance of early support for the unique learning needs of linguistically diverse children. This symposium aims to shed light on the use of different measurement methodologies (e.g., teacher-report, observation, direct assessment, etc.) to inform classroom supports for DLL children.

Paper 1 examines the use of teacher report of classroom language and actual classroom language use.
Paper 2 delves into rich data from teachers’ interviews homing in on their beliefs about DLL development and comparing these views to a dynamic discourse focused classroom observation tool.
Paper 3 investigates the juxtaposition between observational data and direct assessment of critical strengths of DLL children (i.e., self-regulation and executive function skills)
Paper 4 draws upon teacher report of behaviors within the classroom and their actual observed behaviors with individual DLL children and children’s classroom behaviors.

Together these papers unpack teacher beliefs and perceived behaviors and direct child assessment to demonstrate alignment to contextually based classroom practices and to shed light upon discrepancies among amongst methodologies. These papers demonstrate the need to triangulate sources of data to inform practice to support and best understand dual language development.

Sub Unit

• Education, Schooling

Chair

• Brooke M Rumper, Yale University

Individual Presentations

• Teacher Report and Observation of Classroom Language in Majority DLL Classrooms - Presenting Author: Brooke M Rumper, Yale University

• Examination of Educators’ Beliefs about Spanish-speaking Emergent Bilingual Learners and Their Practices: A Mixed Method Study - Presenting Author: Natalia Rojas, New York University School of Medicine; Kiara Diaz-Gutierrez, New York University; Adamary Felipe, New York University; Susam Ramos Deulofeutt, New York University; Tina Qin, New York University

• Examining The Discrepancies Between Self-Regulation Skills Among Dual Language Learners Using Direct and Indirect Assessments - Presenting Author: Anabel Castillo, WestEd; Elizabeth Marie Frechette, University of Oklahoma

• Matching Up: Examining Teacher Self-Reports of Language Supportive Practices and their Associations with Dual Language Learners’ Observed Behavior - Presenting Author: Maria Cristina Limlingan, University of Washington; Chin R Reyes, Yale School of Medicine