Differentiated rates of growth across preschool dual language learners

This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many class...

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Bibliographic Details
Published in:Bilingual research journal 2017-01, Vol.40 (1), p.81-101
Main Authors: Lambert, Richard G., Kim, Do-Hong, Durham, Sean, Burts, Diane C.
Format: Article
Language:English
Subjects:
Bilingual education
Bilingualism
Class Size
Classrooms
Economic Status
Educational Policy
English (Second Language)
Ethnicity
Family Environment
Formative Evaluation
Gender Differences
Heritage Education
Heritage language
Hierarchical Linear Modeling
Individualized Education Programs
Language Acquisition
Language Usage
Lunch Programs
Native Language
Native language acquisition
Observation
Preschool Children
Race
Scores
Second Language Learning
Spanish
Special Needs Students
Statistical Analysis
Student Characteristics
Student Diversity
Student Evaluation
Surveys
Teacher Evaluation
Teachers
Teaching Methods
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Summary:This study illustrates why preschool children who are dual language learners (DLLs) are not a homogeneous group. An empirically developed model of preschool DLL subgroups, based on latent class analysis, was presented. The model reflects three separate subgroups of DLL children present in many classrooms where DLL children are served: Bilinguals, Emergent Bilinguals, and Heritage Language Speakers. Differences in standard scores based on teacher ratings of the developmental progress of preschool children were detected between the DLL subgroups and, relative to non-DLLs, at the beginning and throughout the preschool year. Differences were also found among classrooms having varying concentrations of DLLs. These findings highlight the importance of classroom composition to the development and learning of all children and suggest that policy makers and administrators should strive for classrooms that represent balanced diversity considering DLL status, race, ethnicity, economic status, and children with special needs.
ISSN:1523-5882
1523-5890
DOI:10.1080/15235882.2016.1275884