Differentiated rates of growth across preschool dual language learners

Richard G. Lambert, Do Hong Kim, Sean Durham, Diane C. Burts

Research output: Contribution to journalArticle

3 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)81-101
Number of pages21
JournalBilingual Research Journal
Volume40
Issue number1
DOIs
StatePublished - Jan 2 2017

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language
classroom
preschool child
Dual Language
teacher rating
ethnicity
present
learning
economics
Group
Preschool children

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

Differentiated rates of growth across preschool dual language learners. / Lambert, Richard G.; Kim, Do Hong; Durham, Sean; Burts, Diane C.

In: Bilingual Research Journal, Vol. 40, No. 1, 02.01.2017, p. 81-101.

Research output: Contribution to journalArticle

Lambert, Richard G. ; Kim, Do Hong ; Durham, Sean ; Burts, Diane C. / Differentiated rates of growth across preschool dual language learners. In: Bilingual Research Journal. 2017 ; Vol. 40, No. 1. pp. 81-101.
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