TY - JOUR
T1 - Differentiated rates of growth across preschool dual language learners
AU - Lambert, Richard G.
AU - Kim, Do Hong
AU - Durham, Sean
AU - Burts, Diane C.
N1 - Publisher Copyright:
© 2017 the National Association for Bilingual Education.
PY - 2017/1/2
Y1 - 2017/1/2
N2 - 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.
AB - 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.
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U2 - 10.1080/15235882.2016.1275884
DO - 10.1080/15235882.2016.1275884
M3 - Article
AN - SCOPUS:85013278053
SN - 1523-5882
VL - 40
SP - 81
EP - 101
JO - Bilingual Research Journal
JF - Bilingual Research Journal
IS - 1
ER -