Examining the Role of Peer Effects for Dual Language Learners in Pre-Kindergarten

• In Event: Examining proximal and distal factors that promote kindergarten readiness among preschool children in the United States

Abstract

Growing numbers of dual language learners (DLLs) have enrolled in publicly-funded prekindergarten (pre-k) programs (Castro et al., 2013). For many DLLs, pre-k is one of the first English learning environments encountered, and DLLs’ pre-k peers can be an important source of knowledge and feedback (Sawyer et al., 2018). Evidence indicates that having more highly-skilled classmates is related to subsequent school readiness skills (Aikens et al., 2010; Justice et al., 2011). However, the extent to which peer skills relate to the acquisition of school-entry skills differently for DLLs and English-only (EO) children has not been examined widely. One study suggested that DLLs’ language skills benefited more than EO children’s skills from exposure to more highly-skilled peers (Atkins-Burnett et al., 2017). More research is needed to support this finding and expand beyond language outcomes. The present study’s research questions were as follows: (1) Do peer language skills more strongly predict DLL children’s outcomes in the spring of pre-k as compared to EO children? (2) Do children’s language skills in the spring of pre-k act as a mediator to help explain the relations between peer language skills*DLL status and children’s outcomes in the fall of kindergarten?

The present sample included 455 children attending 63 pre-k classrooms. Approximately 36% of the children were Spanish-English DLLs. In the fall and spring of pre-k and fall of kindergarten, children’s language, math, and literacy skills were assessed and teachers rated children’s social skills and self-regulation. Peer language skills were measured using the Expressive One-Word Picture Vocabulary Test (EOW; Brownell, 2000) with the bilingual version used for DLL children. To estimate peer language skill, the EOW scores of each study child’s classmates were averaged together, so each child had a unique peer language score. Hierarchical linear models were used to account for the nesting of children within classrooms. Of particular interest was the interaction of peer language skills and DLL status and children’s spring of pre-k language skills as a mediator.

As Table 2 shows, the interaction between DLL status and peer language skills significantly predicted children’s EOW scores in the spring of pre-k. As compared to DLLs, EO children had higher EOW scores when peer language skills were higher. Mediation analyses indicated that children’s language skills on the EOW in the spring of pre-k mediated the relations between peer language skills*DLL status and several outcomes in the fall of kindergarten. Higher spring language scores helped explain why peer language related to higher kindergarten English language, literacy, and social skills scores for EO children, but those indirect paths were weaker and nonsignificant for DLL children. EO children may have experienced more peer interactions in English, creating more opportunities for EO children to build their English skills, as compared to DLL children who may have spent some time interacting in Spanish. This finding indicates that peers can have lasting impacts on child outcomes beyond the pre-k classroom through peer language skills, but more work may be needed to support children in helping their DLL peers make similar gains.

Authors

• Tiffany Jamie Foster, Ohio State University
  Presenting Author

• Kylie Garber, Society for Research in Child Development (SRCD)
  Non-Presenting Author

• Wonkyung Jang, The University of Oklahoma
  Non-Presenting Author

• Margaret Burchinal, University of Virginia - Charlottesville
  Non-Presenting Author

• Mary Bratsch-Hines, University of Florida
  Non-Presenting Author