Asian Dual Language Learners Ages 0 to 8: An Invisible Majority in Research, Intervention & Policy

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Education, Schooling

Abstract

Dual Language Learners (DLLs) are children who start learning a second language (L2) while simultaneously acquiring their first--home or heritage--language (L1). DLLs represent more than 11.5 million children, now representing 32 percent of America’s child young population aged 0 to 8 (Park, 2018). Asian Americans and Pacific Islanders (AAPI) have been the second largest group of DLLs and the fastest-growing racial group in the U.S. since 2000, projecting to become the largest immigrant group by 2055. Compared to the DLL population overall, AAPI DLLs exhibit much higher levels of linguistic diversity spanning across diverse ethnic, cultural, and geographical contexts. Yet the current state of knowledge about their language and literacy development along with necessary supports that consider racial, linguistic, and cultural diversity of DLLs in the U.S. is limited. Furthermore, research on developmental pathways as well as effective interventions and culturally sustaining practices have been dedicated largely to Spanish-speaking DLLs.

This study’s primary objective was to conduct a 20-year literature synthesis of the evidence base on promoting L1 and/or L2 language and literacy development among AAPI DLLs. For inclusion, research had to be conducted in the U.S. published in peer-reviewed journals between 2000-2020. The studies had an intentional goal of supporting DLLs birth-to-8 , either via curriculum and instruction, interventions or services. We conducted open electronic database searches using search strings that included race/ethnicity, language status, age groups, types of programs and interventions. We also completed ancestral and forward searching of included studies and targeted searches in language instruction, early childhood research, psychology, linguistics, and Asian American studies journals. Upon initial screening of abstracts, each article was independently screened by two reviewers. Excluded studies 1) lacked information on home language(s) or DLL status or 2) focused on racial comparisons in achievement outcomes. The final sample of studies that met our inclusion criteria were 113 articles (Figure 1).

The following methodological priorities were coded--purpose, study design, target population and size, child and family characteristics, sociolinguistic settings, and results. To ensure consistency and clarity at the screening and coding stages, we resolved any discrepancy between screening and coding decisions through discussion and consensus-building regarding the scope and focus of the review. The interrater reliability (IRR) between the two coders was 96% for full-text screening and 99% for coding. We aim to complete the analysis of empirical studies as well as statewide DLL policies before the conference. Screening and coding of state early learning policies on DLL are underway. To date, about half of the coded studies included AAPI DLLs in their samples, and of those, only about a third explicitly focused on promoting early language and literacy among AAAPI DLLs.

Aligned with SRCD strategic goals, this presentation beckons an urgent call for integrating racial, cultural, and contextual diversity in advancing developmental science. The presentation will close with implications for diversifying current knowledge base and critical policy recommendations for teacher preparation, program quality improvement, and professional learning among early childhood educators.

Group Authors

N/A

Authors

• Soojin Oh Park, University of Washington
  Presenting Author

• Kaixin Li, University of Washington
  Non-Presenting Author

• Jackie Otting, University of Washington
  Non-Presenting Author