Effectiveness of Dual-Language Models in Head Start: Initial Thoughts and Findings

• In Event: Preparing Educators to Serve Dual Language Learners in Early Care and Education Settings: Existing Practices and Promising Solutions

Abstract

Objective:
The objective of this study was to compare classroom quality and improvements in dual language learner (DLL) children’s language skills for programs implementing two Head Start classroom language models (CLM)— dual language (DL) model and English with home language support (EHLS) model.

Theoretical framework:
This study is grounded in bioecological theory, which posits that human development results from the interplay of reciprocal interactions between an individual and their environment (Bronfrenbrenner & Morris, 1998), in this case, DLL children in classroom contexts. It is also supported by recent neuroscience research showing that young children are capable of successfully learning multiple languages and it affords cognitive benefits, especially when proficient in both languages (Bialystok et al., 2005; Emmorey, Luk, Pyers, & Bialystok, 2008). Providing instruction in a child’s home language is a prime opportunity for teachers to interact with young DLLs, and has been shown to enhance bilingual development (Mendez, Crais, Castro, & Kainz, 2015).

Methods and data sources:
Head Start and Migrant Head Start classrooms located throughout Southern and Central California and Southern Florida (N = 153) participated in the study. Over half of the classrooms used the DL-CLM (DL; 55.6%). The other classrooms used the EHLS-CLM (44.4%). Ten Spanish-speaking DLLs from each classroom were randomly selected to be in the study (N= 841 3- and 4-year-olds). Trained bilingual assessors conducted receptive and expressive language assessments with each child (Preschool IDEA Proficiency Tests in English and in Spanish, and Expressive One-Word Picture Vocabulary Test-4: Spanish-Bilingual Edition; Martin and Brownell 2012) at the beginning and end of the respective Migrant Head Start and Head Start program period. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) Pre-K and the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA; Freedson et al., 2011) measured quality of interactions between teachers and children.

Results:
Multiple regression analysis showed that classroom quality varied by classroom language model. Support for English and Support for Home Language (measured by the CASEBA), were lower in DL classrooms than in EHLS classrooms. This contrasted with findings for teacher-child interaction quality (measured by the CLASS); DL classrooms were higher on Emotional Support and Instructional Support than EHLS classrooms. For child outcomes, paired sample t-tests and repeated measures (analyses of covariance) demonstrated that students significantly improved from pretest to posttest for all three areas of language development (i.e., expressive language, English oral proficiency, and Spanish oral proficiency). Students in DL classrooms showed greater average gains from the beginning of the year to the end in English and Spanish oral proficiency, respectively, compared with students in EHLS classrooms.

Scholarly significance:
These findings suggest that dual language model may be more effective for improving DLLs’ language proficiency than the EHLS model. DLLs may benefit from both the classroom language model and the quality of emotional and instructional support they receive from their teachers in DL classrooms; however, teachers, especially in EHLS classrooms, may need more professional development on how to support children’s home language through their classroom practices and interactions with students.

Author

• Carola Oliva-Olson, california state university Channel Islands