ABSTRACT

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.

摘要

这项二次分析研究考察了西班牙语和英语双语学习者 (DLL) 发展的模式、预测因素和结果。研究成果：潜在概况分析确定了三组 DLL：平衡双语者 (54%)、英语为主的双语者 (25%) 和西班牙语为主的双语者 (21%)。这些群体在 Head Start (HS) 入学时的西班牙语技能相当可观，但在 HS 和幼儿园 (K) 的 2.5 年中表现出不同的英语和西班牙语学习模式，这导致了 K 中双语技能的群体差异。比较家庭和课堂环境，平衡双语者比英语为主的双语者有更多的西班牙语接触机会，比西班牙语为主的双语者有更多的英语接触机会。以西班牙语为主的双语者通常在家中和课堂上接触更多西班牙语，在家中接触英语较少，并且父母的英语水平较低。以英语为主的双语者拥有的西班牙语家庭读写材料较少，并且在第一堂高中课堂上接触西班牙语的机会也较少。平衡双语者表现出最高的 K 成绩；其他两组的技能相当。实践或政策：这项研究证明了 HS 中 DLL 之间双语言学习的差异，并表明需要制定定制策略来满足两种语言熟练程度不同的不同 DLL 的独特需求。