Language and Literacy Trajectories for Dual Language Learners (DLLs) with Different Home Languages: Linguistic Distance and Implications for Practice

Autor/inn/en	Sussman, Joshua; Draney, Karen; Wilson, Mark
Titel	Language and Literacy Trajectories for Dual Language Learners (DLLs) with Different Home Languages: Linguistic Distance and Implications for Practice
Quelle	In: Journal of Educational Psychology, 115 (2023) 6, S.891-910 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sussman, Joshua)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000791
Schlagwörter	Language Classification; English (Second Language); Second Language Learning; Second Language Instruction; Longitudinal Studies; Infants; Toddlers; Kindergarten; Literacy; Language Acquisition; Bilingualism; Multilingualism; Monolingualism; Peer Groups; Child Development; Developmental Stages; Measures (Individuals); Scores; Learning Trajectories; Educational Quality; Age Differences; Culture Fair Tests; State Standards; California + Suchen Sie Ihr Suchwort? Sprachtypologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Infant; Toddler; Toddlers; Kleinkind; Infants; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachaneignung; Spracherwerb; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Gleichaltrigengruppe; Peer Group; Kindesentwicklung; Messdaten; Quality of education; Bildungsqualität; Age; Difference; Age difference; Altersunterschied; Kalifornien
Abstract	Using a large sample of longitudinal assessment data from children in publicly funded infant/toddler care, preschool, and kindergarten (analytic N = 453,468), this study modeled language and literacy trajectories from early infancy through kindergarten for dual language learners (DLLs) from homes representing many different languages and their peers from monolingual English-speaking homes. DLLs and their monolingual peers showed common developmental trajectories, including an initial period of rapid growth that slowed between 10 and 30 months, plateaued between 30 and 45 months, and then accelerated from 45 to 60 months of age. Although the general developmental patterns were similar, differences emerged between children in English-speaking versus non-English-speaking homes: DLLs' growth rates slowed more than their monolingual peers' between 10 and 30 months but then grew more sharply after 45 months. A linguistic distance hypothesis helped to explain the magnitude of the differences between groups of DLLs and their monolingual peers. The differences occurred as children passed through specific developmental levels of the Desired Results Developmental Profile (DRDP) assessment's learning progressions. The current study adds new quantitative information about language and literacy trajectories from early infancy through kindergarten among children from different language backgrounds and demonstrates how the findings may be applied to support effective instruction with culturally and linguistically diverse children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01