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1.
An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning.  相似文献   

2.
A randomized, controlled study was conducted to assess the effects of the Nuestros Niños professional development program on classroom practices and child outcomes related to language development and early literacy skills in both English and Spanish. Fifty-five teachers and 193 Latino dual language learners (DLLs) enrolled in the North Carolina More at Four Pre-Kindergarten Program participated in the study. The content of the professional development program consisted of research-based instructional practices designed to complement the core curriculum and scaffold learning for DLLs, and the format included professional development institutes, individualized consultation, and community of practice meetings. The results showed that the intervention led to measurable improvements in both the overall quality of teachers’ language and literacy practices as well as those specific to working with Latino DLLs, and greater gains in children's phonological awareness skills in their primary language.  相似文献   

3.
This article discusses two investigations which explored the bilingual language development outcomes of comparable groups of low-income, Spanish-speaking, Mexican American children who either did or did not attended a bilingual (Spanish/English) preschool. Study 1 is a replication of a study by Rodríguez, Díaz, Duran, and Espinosa, involving a new sample of 26 children who attended bilingual preschool for one year and 20 control children who remained at home. Study 2 represents a 1-year, longitudinal follow-up of Rodríguez et al.'s, sample of children during and after the children spent another year at home or in the preschool. In both investigations, standardized, objective measures of three components of children's language proficiency (productive language, receptive language, and language complexity) in English and Spanish were obtained at the beginning and end of the academic year. Contrary to fears that have been expressed by some that early exposure to English would lead to children's native language loss, the results of both studies offered no evidence of Spanish proficiency loss for children attending bilingual preschool. Children who attended bilingual preschool, compared to those who remained at home, showed significant and parallel gains in Spanish language development as well as significant and greater increases in English language proficiency over time. Results are discussed in terms of the need for more systematic research to be conducted in this area to inform policy and practice in the early education and development of language-minority children.  相似文献   

4.
This study addressed the question of what effect bilingual preschool education has on the Spanish and English language development of Spanish speaking children. This question was addressed by measuring the language proficiency of children enrolled in a bilingual preschool program and children who stay at home during the day. Three dimensions of language proficiency were examined: language reception, production, and verbal complexity. Using a repeated measures design, it was found that children enrolled in preschool gained proficiency in English at a faster rate while maintaining a similar level of Spanish proficiency as those children who stay at home during the day. Results of this study are discussed in terms of current issues in the early childhood education of non-English-speaking children.  相似文献   

5.
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher-child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher-child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher-child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher-child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting.  相似文献   

6.
The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.  相似文献   

7.
Place S  Hoff E 《Child development》2011,82(6):1834-1849
The mothers of 29 Spanish English bilingual 25-month-olds kept diary records of their children's dual language exposure and provided information on their children's English and Spanish language development using the MacArthur-Bates inventories. Relative amount of exposure predicted language outcomes in English and Spanish. In addition, the number of different speakers from whom the children heard English and the percent of their English input that was provided by native speakers were unique sources of variance in children's English skills. These properties of children's dual language exposure and their bilingual proficiency varied as a function of whether the children's mother, father, or both parents were native Spanish speakers. Practical and theoretical implications are discussed.  相似文献   

8.
Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal education in each language). Total language knowledge varied primarily as a function of indicators of children’s language learning ability (phonological memory and nonverbal intelligence). English dominance was more prevalent than balanced bilingualism; there was no Spanish dominant profile, despite average Spanish dominance in home language use. There was no evidence of a tradeoff between English and Spanish skills.  相似文献   

9.
This study examined the dimensionality and measurement invariance of the Kindergarten Student Entrance Profile (KSEP) when used to rate the school readiness of children from different ethnic backgrounds (Latino or White, non‐Latino), as well as from households where a different language was predominant (Spanish or English). Teachers rated the readiness of 9,335 children during the first month of kindergarten in four ethnically diverse, medium‐sized school districts in central California. From the total sample, two overlapping subsamples (S1 and S2) were identified. First, a series of confirmatory factor analyses were conducted with S1 (n = 7,787) to examine the dimensionality and measurement invariance of the KSEP with children who identified as either Latino or White at the time of kindergarten enrollment. Next, the same set of analyses were replicated with S2 (n = 9, 234) to examine whether results held for students from households where the primary language spoken was Spanish or English. Results yielded evidence supporting a two‐factor structure encompassing social‐emotional and cognitive dimensions of children's readiness. In addition, results showed the KSEP exhibited measurement invariance across student ethnicities (Latino/White) and home languages (Spanish/English). The results of this study provide psychometric evidence that is particularly important for a universal school readiness screener.  相似文献   

10.
Three common assumptions concerning bilingual children’s language proficiency are: (1) their proficiency in two languages is usually unbalanced; (2) low socioeconomic status (SES) indicates low proficiency in both languages; and (3) encouraging parents to speak some societal language at home will promote its development. Examining the vocabulary scores of 282 bilingual Singaporean kindergartners (167 Chinese, 70 Malay, and 45 Tamil), the current study found that these young children were evenly divided among four language profiles: strong in ethnic language (Chinese, Malay or Tamil) or English, strong in both languages, or weak in both. Children with high proficiency in both languages were proportionally represented in the low, middle and high SES groups, demonstrating the achievability of strong vocabulary in two languages for children of different SES. However, low SES children were most at risk for low proficiency in both languages, although many achieved high proficiency in ethnic language or both. Middle and high SES children were most likely to demonstrate low ethnic language with high English proficiency. Children mostly exposed to one language from different sources generally showed strength in that language. Children exposed to both languages at home were most likely to show low proficiency in both languages, although plenty of children exposed to both languages developed high proficiency in English or both. These results affirm previous findings that SES and home language exposure influence bilingual children’s proficiency. Implications include the importance of teachers assessing bilingual children’s proficiency in both languages and collaborating with parents to develop bilingual children’s vocabulary.  相似文献   

11.
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.  相似文献   

12.
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13.
The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This study provides support for Literacy Squared as an innovative biliterate program. Further, the study provides evidence for the need to consider alternative methods to document Latino Spanish/English students’ biliteracy development such as through the use of biliterate trajectories.  相似文献   

14.
《Cultura y Educación》2013,25(4):463-474
Abstract

Despite a well-established body of literature focusing on school-based Spanish and English bilingualism of Latino children in the United States, the biliteracy development and literacy practices at home have received little attention by the educational research community. Addressing this gap is important because educators can then use the knowledge related to home language and literacy resources to inform the school curricula and better serve the needs of a linguistically and culturally diverse student population. We contribute to this endeavor by exploring two Mexican immigrant families and their language and literacy practices in their home milieu. Findings from this study suggest that family interactions, as well as the more general home context, are crucial factors in supporting children's development of both oral language and literacy in Spanish and English. An important and recurrent observation is the scaffolding that parents use in Spanish as part of their literacy practices. In addition, children act as agents in their own learning of Spanish, and in making connections to their knowledge of English  相似文献   

15.
The purpose of this study was to examine how paraprofessionals and other service providers participate in co-teaching with a certified special education pre-Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern US. The district enlisted paraprofessionals as lead Spanish instructors when the lead teacher was not bilingual in Spanish and English to implement the DL programme effectively. Participants were one special education teacher, two paraprofessionals and one teaching artist, who participated in a year-long professional development programme to employ drama strategies to develop children's Spanish and English literacy skills and promote inclusion. Findings indicated that the participants utilised multiple co-teaching models to collaborate and meet the needs of their students during English and Spanish instruction. Through co-teaching, all educators had opportunities to take lead and supporting roles in instruction.  相似文献   

16.
One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena’s developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena’s early schooling experiences provide an analysis of the linkages between Elena’s developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena’s experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.  相似文献   

17.
ABSTRACT

Prior inquiry into teachers’ beliefs demonstrates that a top priority of early childhood teachers’ is developing children’s social-emotional skills (e.g., Hollingsworth & Winter, 2013; Kowalski, Pretti-Frontczak, & Johnson, 2001). This study builds upon and advances the knowledge base by providing evidence that the pervasiveness of these beliefs extends to Head Start teachers who work with the growing population of dual language learning (DLL) children. In this qualitative study, interviews that included practice-based vignettes for participants to analyze and respond to were conducted with 20 Head Start teachers serving classrooms with large proportions of DLL Latino children. Teachers reported they believed developing social-emotional skills among DLL children is of primary importance, noting that these skills are foundational for supporting DLL children’s English language acquisition. In turn, participating teachers also reported they believed using Spanish in the classroom is a strategy to support social-emotional skill development among DLL children and thus ultimately facilitate their English language acquisition. Finally, the interviews revealed that participating teachers believed English language acquisition occurs naturally and easily within the preschool setting. The implications of these beliefs for the design of preservice early childhood teacher education to meet the needs of today’s linguistically diverse childhood population are discussed.  相似文献   

18.
Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated. The students were identified as needing a targeted intervention, because scores on the fall oral reading fluency screening measure fell below the benchmark criterion. Thus, all participating students received reading interventions approximately four times each week throughout the school year. Results indicated that those students identified in the lowest English proficiency stage on the Assessing Comprehension and Communication in English State-to-State (ACCESS) made the highest growth as indicated in the spring benchmark assessment, and the ACCESS score added negligible variance beyond baseline reading skills. Implications for practice and research are discussed.  相似文献   

19.
The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SES-equivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their mean levels of English and Spanish skills, in their developmental trajectories during this period, and in the relation between language use at home and their vocabulary development. Children with two native Spanish-speaking parents showed steepest gains in total vocabulary and were more nearly balanced bilinguals at 48 months. Children with one native Spanish- and one native English-speaking parent showed trajectories of relative decline in Spanish vocabulary. At 48 months, mean levels of English skill among the bilingual children were comparable to monolingual norms, but children with two native Spanish-speaking parents had lower English scores than the SES-equivalent monolingual group. Use of English at home was a significant positive predictor of English vocabulary scores only among children with a native English-speaking parent. These findings argue that efforts to optimize school readiness among children from immigrant families should facilitate their access to native speakers of the community language, and efforts to support heritage language maintenance should include encouraging heritage language use by native speakers in the home.  相似文献   

20.
Research Findings: This study explored the relations between Spanish–English dual language learner (DLL) children’s home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children’s Spanish language abilities. In addition, the frequency with which children told a story was positively related to children’s performance on English oral language measures. Practice or Policy: The findings suggest that language and literacy experiences at home have a differential impact on DLLs’ language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children’s language abilities are discussed.  相似文献   

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