Are young dual language learners homogeneous? Identifying subgroups using latent class analysis

Although dual language learners (DLLs) are linguistically, culturally, and socially diverse, researchers usually study them in aggregate and compare them to non-DLLs. The authors' purpose was to identify subgroups of preschool DLLs using latent class analysis. There were 7,361 DLLs and 69,457 non-DLLs. Results revealed three distinct classes. Children in class 1 (emergent bilingual children) tended to speak mostly their native language but some English at home and in the classroom. Children in class 2 (bilingual children) tended to speak English only in the classroom, but spoke both languages at home. Children in class 3 (heritage language speakers) tended to speak only their native language at home and in the classroom. Different demographic profiles and levels of development and learning were observed across classes. The DLL subgroups and their profiles provide important information about how educational programs may be tailored to meet the diverse needs of young DLLs.     

Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy

Factors that contribute to the performance gap between subgroups and mainstream students deserve special attention. Different subgroups are faced with different sets of challenges. To understand and control for factors leading to the performance gap between subgroups and mainstream students one must clearly understand the issues specific to each subgroup. This paper focuses on assessment and performance issues for English language learner (ELL) students as a subgroup. Identifying factors affecting the performance gap between ELL and non-ELL students may help gain insight into assessment issues for other subgroups of students as well as strengthen assessment of this group.     

Families Learn Together: Reconceptualizing Linguistic Diversity as a Resource

While a growing number of diverse children are entering U.S. schools, misconceptions remain regarding language acquisition. Analysis of weekly interactions in an urban children’s playgroup in the South reveals how the concept of language diversity as a deficit is still widespread. Mothers of young children still believed that efforts to learn multiple languages diminish a child’s ability to learn other things. Conversely, research points to multilingualism as a resource rather than a deficit. Findings indicate that interactions among mothers and children, mediated by the researcher, combined with observations of one child’s bilingual development allowed mothers and young children to rethink their beliefs regarding linguistic diversity. They began recognizing that bilingualism/multilingualism adds to the lives of all children.     

‘Good-fit’ teacher-child play interactions and the subsequent autonomous play of preschool children

The purpose of this study was to test a model of adult-child play interactions in preschool classrooms, based on the work of Vygotsky and neo-Vygotskian scholars. The model predicts that adults will tailor the play support they provide to the immediate needs of individual children, and that this will lead to subsequent independent play. Classroom interactions between eight preschool teachers and 32 students were videotaped, transcribed, and analyzed over a six-month period. Interviews were conducted with the eight adult participants to confirm and elucidate findings from observed classroom behaviors. Distinct types of play support needed by children and given by teachers were identified. These were operationally defined; definitions were used to create a coding system that was found to have high inter-rater reliability. Sequential analyses were conducted to determine goodness-of-fit between teacher responses and children's needs. Behavioral outcomes of a good fit were also examined. Findings support the model tested here. Teachers often responded to children's play with behaviors matching the level of support needed. Good-fit interactions more frequently led to autonomous subsequent play than poor-fit interactions.     

Early development among dual language learners: The roles of language use at home,maternal immigration,country of origin,and socio-demographic variables

Using nationally representative data from the ECLS-B, we examined children's outcomes and growth from 9 to 65 months as a function of language used in the home at 24 months (English only n = 7300; English and another language n = 1500; other language only n = 400). We also examined whether demographic variables moderated the effects of DLL status in predicting child outcomes. Results revealed substantial variation within the DLL population within and across language groups in immigration status, heritage country, child outcomes, and family socioeconomic risk. DLL status was associated with differential outcomes, gains over time, and processes in complex ways. Maternal birth outside of the U.S., child gender, and parental education moderated relations between home language and child outcomes. Use of the heritage language at home served as a protective factor for children of immigrant families for a few outcomes. Gender and parental education were more strongly associated with child outcomes among English-speaking households than among DLLs.     

论英汉文学翻译中的语言美--兼议英汉翻译语体风格的转换

本立足于翻译的标准和原则,结合笔的翻译实践,从语体角度阐述英汉翻译中的语言美现象。     

善学者与不善学者的词汇学习策略

本文通过文献法和问卷法分别对普通高校本科以上学生和高职学生的词汇学习策略进行了研究和对比分析。对前者的研究结果表明,在词汇学习策略上,善学者和不善学者存在着较大的差异：善学者比不善学者使用更多的词汇学习策略：他们更多地使用上下文策略、猜词策略和社会情感策略;他们善于计划、组织和管理自己的词汇学习。而对后者的研究表明,该类院校中善学者与不善学者的词汇学习观点和策略使用的差异较小,但与前者善学者和不善学者的差异较大。     

The social–emotional development of dual language learners: Looking back at existing research and moving forward with purpose

This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry.     

An English-Speaking Prekindergarten Teacher for Young Latino Children: Implications of the Teacher–Child Relationship on Second Language Learning

This case study was designed to describe how an effective English-speaking prekindergarten teacher develops strategies for communicating with and teaching young English language learners. The teacher’s classroom practices to enhance her own relationship with the children promoted opportunities for the Latino children to become full participants in the classroom community. At the end of the year, the Latino children showed progress in formal and informal measures of receptive vocabulary in both English and Spanish. Findings from the study suggest the importance of the affective and social nature of second language learning in young children. Implications for practice and research are discussed.