Learning Two Languages
Dual Language Learning Patterns, Predictors, and Outcomes
Bibliographic Data
| ID | 21615966 |
|---|---|
| Authors | Ji Young Choi (0000-0003-4000-8771, The Ohio State University), Ji-Young Choi (0009-0002-7728-4008, The Ohio State University, corresponding author), Shinyoung Jeon (0000-0001-7752-9381, University of Missouri), Fattaneh Arabzadehjafari (Iowa State University) |
| Year | 2024 |
| Volume | 35 |
| Issue | 6 |
| Pages | 1214-1234 |
| Publication date | 2024-08-17 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2023.2233395 |
| OpenAlex | W4383908664 |
| Language | EN |
| Citations received | 6 |
| References cited | 53 |
This secondary analysis study examined patterns, predictors, and outcomes of dual language learners’ (DLLs’) development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly comparable Spanish skills at Head Start (HS) entry but showed distinct learning patterns in English and Spanish during the 2.5 years in HS and kindergarten (K), which resulted in group differences in dual-language skills at K. When their home and classroom environments were compared, Balanced Bilinguals had more Spanish exposure than English-Dominant Bilinguals and more English exposure than Spanish-Dominant Bilinguals. Spanish-Dominant Bilinguals generally had more Spanish exposure at home and in the classroom, less English exposure at home, and had parents with lower English proficiency. English-Dominant Bilinguals had fewer home literacy materials in Spanish and had fewer opportunities for Spanish exposure in their first HS classrooms. Balanced Bilinguals presented the highest K achievement; the other two groups showed comparable skills. Practice or Policy: This study demonstrated variations in dual-language learning among DLLs in HS and indicated the need for tailored strategies that address the unique needs of diverse DLLs presenting varying proficiency in their two languages
Bilingual education · Developmental psychology · Dual language · Head start · Language proficiency · Linguistics · Literacy · Mathematics education · Multilingualism · Neuroscience of multilingualism · Pedagogy · Education Systems and Policy · Multilingual Education and Policy · Psychology · Reading and Literacy Development
Competent bilingualism of primary school children in Germany
Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs
Profiles of home language environment in Head Start classrooms
Developmental Assets at Preschool Entry That Support Dual Language Learners’ Academic Development Through the First Grade
Exploring young Korean-English dual language learners’ language input and use in the home environment
Exploring the relationships among language input-output, vocabulary knowledge, and English Reading development of emergent bilinguals in dual language immersion programs
Three Theories of the Effects of Language Education Programs
Language and Literacy in Bilingual Children
Bilingualism in Development
Promoting the Educational Success of Children and Youth Learning English
Likelihood Ratio Tests for Model Selection and Non-Nested Hypotheses
Native Spanish-Speaking Children Reading in English
Variable-Centered, Person-Centered, and Person-Specific Approaches
Promoting Language and Literacy in Young Dual Language Learners
Model Selection and Akaike's Information Criterion (AIC)
Bilingual Development in Children of Immigrant Families
Performance of Factor Mixture Models as a Function of Model Size, Covariate Effects, and Class-Specific Parameters
An Introduction to Latent Class Growth Analysis and Growth Mixture Modeling
Deciding on the Number of Classes in Latent Class Analysis and Growth Mixture Modeling
Estimating the Dimension of a Model
Linguistic Interdependence and the Educational Development of Bilingual Children
Auxiliary Variables in Mixture Modeling
Documenting bilingual experiences in the early years
Individual differences in child English second language acquisition
Amount trumps timing in bilingual vocabulary acquisition
Academic and English language outcomes for DLLs as a function of school bilingual education model
Predictors of item accuracy on the Test de Vocabulario en Imagenes Peabody for Spanish-English speaking children in the United States
The relationship among home language use, parental beliefs, and Spanish-speaking children's vocabulary
Dual language exposure and early bilingual development
The language and literacy development of young dual language learners
How Can Language Minority Parents Help Their Children Become Bilingual In Familial Context? A Case Study of a Language Minority Mother and Her Daughter
What you say, and how you say it
Dual language supports for dual language learners? Exploring preschool classroom instructional supports for DLLs' early learning outcomes
Building vocabulary in two languages
Expressive vocabulary development in children from bilingual and monolingual homes
Dual language learning, inhibitory control, and math achievement in Head Start and kindergarten
Use of the home language in preschool classrooms and first- and second-language development among dual-language learners
When learning a second language means losing the first
Predictors and outcomes of early versus later English language proficiency among English language learners
Two-way and monolingual English immersion in preschool education
Interpreting the early language trajectories of children from low-SES and language minority homes
The Threshold Hypothesis, Semilingualism, and Other Contributions to a Deficit View of Linguistic Minorities
Principles and Practice of Structural Equation Modeling
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |