Differentiated Rates of Growth across Preschool Dual Language Learners

Autor/inn/en	Lambert, Richard G.; Kim, Do-Hong; Durham, Sean; Burts, Diane C.
Titel	Differentiated Rates of Growth across Preschool Dual Language Learners
Quelle	In: Bilingual Research Journal, 40 (2017) 1, S.81-101 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1275884
Schlagwörter	Preschool Children; Bilingualism; Heritage Education; Second Language Learning; Language Acquisition; Models; Student Diversity; Student Characteristics; Native Language; Educational Policy; Class Size; Individualized Education Programs; Race; Ethnicity; Gender Differences; Lunch Programs; Teaching Methods; Family Environment; Language Usage; Spanish; English (Second Language); Scores; Statistical Analysis; Student Evaluation; Formative Evaluation; Observation; Hierarchical Linear Modeling; Surveys + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Analogiemodell; Politics of education; Bildungspolitik; Klassengröße; Individualized education program; Individualisierendes Lernen; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Mittagessen; Teaching method; Lehrmethode; Unterrichtsmethode; Familienmilieu; Sprachgebrauch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Schulnote; Studentische Bewertung; Beobachtung; Survey; Umfrage; Befragung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01