Effect of classroom language diversity on head start ELL and non-ELL children’s social-emotional development
Bibliographic Data
| ID | 15028816 |
|---|---|
| Authors | Christine Meng (0009-0000-6936-9138, Edgewood College, corresponding author) |
| Year | 2020 |
| Volume | 24 |
| Issue | 3 |
| Pages | 230-241 |
| Publication date | 2020-07-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2018.1461015 |
| OpenAlex | W2891878854 |
| Language | EN |
| Citations received | 6 |
| References cited | 29 |
This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nested within the child and the child was nested within the classroom was conducted. The children’s ELL status was determined based on their home language and English proficiency. Results showed that the non-ELL children demonstrated a decline in the developmental trajectory of social skills in the classrooms with high language diversity. On the other hand, the ELL children with English proficiency demonstrated a low trajectory of social skills in the classrooms with low language diversity. These findings suggest that the effect of classroom language diversity on the children’s social-emotional development depends on the children’s language status. Implications and future research are discussed
Developmental psychology · Diversity (politics · Head start · Language development · Social emotional learning · Sociology · Early Childhood Education and Development · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Teachers’ Use of Spanish in the Classroom
Investigating the Development of Positive Peer Interactions in Low-Income Latino DLL Preschool Children
Supporting Spanish-English DLLs in Head Start
Pre-kindergarten teachers’ family engagement practices and English Language Learners’ attendance and early learning skills
Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade
Immigrant proportion and ethno-linguistic diversity in the classroom
Apprenticeship in Thinking
Teacher-Child Relationships and Children's Success in the First Years of School
Social-Emotional Competence as Support for School Readiness
“Plays Nice With Others”
Computational Tools for Probing Interactions in Multiple Linear Regression, Multilevel Modeling, and Latent Curve Analysis
Measurement of Diversity
Hierarchical linear models
Dual language exposure and early bilingual development
Early Growth of Mexican–American Children
Multilingualism and speech-language competence in early childhood
The social–emotional development of dual language learners
Early development among dual language learners
Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners
Pre-kindergarten child care and behavioral outcomes among children of immigrants
Social identity theories and educational engagement
The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children
The Classroom Ratio of High- and Low-aptitude Students and Its Effect on Achievement
Marital Disruption, Parent-Child Relationships, and Behavior Problems in Children
Individuals and Social Structure
| Citations per year | 1.5 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |