Thesis advisor: Mariela Páez / One third of young children in the United States are Dual Language Learners (DLLs), or children who are learning more than one language in their early years (Child Trends, 2014). An increase in the DLL population and a changing sociopolitical context in early childhood education, including an expansion of services for diverse families, has led to a critical need for early childhood educators to understand how to best serve DLL children and their families (McCabe et al., 2013). Previous research has identified promising practices for teaching young DLLs (e.g. Castro, Espinosa, & Páez, 2011; Tabors, 2008), but additional investigations are needed to better understand and elaborate culturally and linguistically responsive approaches. In particular, more information is needed about how teachers support DLL children in English-dominant classroom contexts, and how practices may vary across different types of preschool programs. The present study investigated specific teaching practices for DLLs in six community-nominated exemplary preschool classrooms across three program types (Head Start, public Pre-K, and private university-affiliated preschool programs) in an urban area of Massachusetts. Grounded in theoretical orientations of knowledge-of-practice (Cochran-Smith & Lytle, 1999) and a critical ecology of the early childhood profession (Miller, Dalli & Urban, 2012), the aim of this qualitative multiple-case study was to learn from community-nominated exemplary teachers about their beliefs and practices for teaching young DLL children. Data collection sources included: interviews with teachers, program directors, and parents; classroom observations and videos; and classroom artifacts. Findings from the study demonstrate that exemplary teachers hold asset-oriented beliefs about bilingualism and diversity, viewing DLL children and families as knowledgeable resources to the community. With these beliefs as a foundation, teachers enact a wide repertoire of practices tailored for DLL children, including: fostering relationships and belonging through embedding home languages and cultural practices in the classroom; emphasizing guided play, co-constructed curriculum, and ongoing observational assessment; and focusing on scaffolding and teaching the English language. Implications for teachers, teacher educators, and policymakers are also discussed.

Children from non-English-speaking homes often lag behind their English speaking peers academically. However, people who speak two languages often have better executive functioning skills than people who speak only one language. Executive functions are neurologically-based skills related to managing oneself to achieve a goal. The relation between bilingualism and executive function may be due to how two languages are processed in the brain. However, it is unclear if more balanced bilinguals experience larger gains in executive function than people who are less balanced. Children from low-income homes are at a disadvantage as compared to children from homes with higher incomes. A quarter of children in the Head Start program, which serves children from low-income homes, come from homes that speak a language other than English which puts them at a double disadvantage. Longitudinal data from 3-year-old children enrolled in Head Start who were from Spanish-speaking households were used to investigate whether there were different patterns of dual language development and if those patterns related differently to executive function. Results revealed three groups of dual language development. Groups were compared in terms of children’s performance on a nonverbal executive functioning task. Results showed that children in the group that had the most similar proficiency between English and Spanish had the highest average executive functioning scores, even after controlling for child age and gender. This indicates balanced bilingualism may enjoy additional benefits to executive functioning development as compared to individuals with relative imbalance between languages.

The study examined Latino/Hispanic mother-child interactions and shared book reading behaviors before and after participation in a random-assignment Spanish web-based responsive parenting intervention called Play and Learning Strategies (ePALS), as compared with a Spanish web-based developmental assessment intervention (DAS). The efficacy of PALS was previously demonstrated for improving mother and child behaviors within play contexts, everyday activities, and standardized measures of child language. We did not observe statistical changes in mother-child interactions as measured by the Bilingual Child-Mother Coder Impression; but changes were observed in shared reading interactions as measured by the Adult-Child Interactive Reading Inventory. Mothers enrolled in ePALS slightly increased some reading interactive behaviors, while mothers enrolled in DAS decreased on the use of interactive reading skills. Children enrolled in ePALS significantly increased in their use of interactive reading behaviors, while children’s interactive reading skills in the DAS conditions decreased. These results add to the dual language learners’ literature base, but also add to the supporting importance of targeting responsive behaviors in everyday activities such as shared-reading to facilitate children’s development. Limitations and future directions are discussed.

abstract: Purpose: The purpose of this study was to evaluate the efficacy of the EMBRACE Spanish support intervention for at-risk dual language learners and to determine which verbal and nonverbal characteristics of students were related to benefit from the intervention. The first study examined oral language and reading characteristics and the second study examined motor characteristics in predicting the children's outcomes on a reading comprehension intervention. Method: Fifty-six participants in 2nd-5th grade were randomly assigned to one of two groups: 1) Spanish-support intervention, or 2) Spanish-support control. Outcome measures included performance on comprehension questions related to intervention texts, questions on the final narrative and expository text without strategy instruction, and difference scores on alternate forms of the Gates-MacGinitie (GMRT-4, MacGinitie, MacGinitie, Maria, & Dreyer, 2002) reading comprehension subtest administered pre- post-intervention. Multi-level hierarchical linear models were used to account for nesting of question within child within classroom. Regression models were used to examine the power of motor predictors in predicting Spanish and English language performance. Results: Results from study 1 indicated that the intervention was most effective for narrative (vs. expository) texts and easy (vs. more difficult) texts. Dual language learners (DLLs) with lower initial English reading comprehension abilities benefitted more from the intervention than those with stronger reading skills. Results from Study 2 indicated that oral fine motor abilities predicted Spanish (but not English) oral language abilities in the expected direction (i.e. faster performance associated with higher language scores). The speed of /pata/ productions predicted reading comprehension during the intervention, but not in the expected direction (i.e. slower speeds associated with higher accuracy). Manual fine motor performance on tapping tasks was not related to language or reading. Conclusions: The EMBRACE intervention has promise for use with at-risk DLLs. Future research should take care to match text difficulty with child skills so as to maximize benefit from the intervention. Oral fine motor abilities were related to language abilities in DLLs, but only for the native language. Slower oral fine motor performance predicted higher accuracy on intervention questions, suggesting that EMBRACE may be particularly effective for children with weak fine motor skills. / Dissertation/Thesis / Doctoral Dissertation Speech and Hearing Science 2017

Nonword repetition (NWR) has demonstrated significant potential as a less-biased language assessment measure for dual language learners (DLLs). However, there are currently no available guidelines for the use of NWR in a clinical setting. The purpose of this preliminary study is to develop initial recommendations for the clinical use of NWR tasks by determining the diagnostic accuracy and optimal cut-off scores for two NWR tasks and scoring methods, and to evaluate the clinical feasibility of NWR as an assessment measure. Participants included 23 DLL students with and without language disorder between the ages of 6 and 8. Spanish and English NWR tasks were administered in school classrooms and scored by percent phonemes correct (PPC) and number of whole words correct. Optimal cut-off scores resulting in the best sensitivity and specificity were calculated for each task and scoring method. Diagnostic accuracy was then compared for each task, combination of tasks, and scoring method. English PPC, Spanish PPC, and combined whole word scores yielded acceptable levels of sensitivity and specificity. Combined PPC scores resulted in excellent specificity, but inadequate sensitivity. Whole word scores for the tasks individually did not approach acceptable diagnostic accuracy. The current findings suggest that NWR can be feasibly implemented in the clinical setting and yield accurate results. English-Spanish whole word scores show potential as an accurate assessment measure for DLL children but should be investigated further. English-Spanish PPC scores appear to be appropriate for ruling out a language disorder, but are insufficient for ruling one in. These results provide preliminary support for the use of NWR tasks in the clinical assessment of DLLs as well as initial recommendations for their administration and interpretation.

No description available.

Language sample analysis has come to be considered the “gold standard” approach for cross-cultural language assessment. Speech-language pathologists assessing individuals of multicultural or multilinguistic backgrounds have been recommended to utilize this approach in these evaluations (e.g., Pearson, Jackson, & Wu, 2014; Heilmann & Westerveld, 2013). Language samples can be elicited with a variety of different tasks, and selection of a specific method by SLPs is often a major part of the assessment process. The present study aims to facilitate the selection of sample elicitation methods by identifying the method that elicits a maximal performance of language abilities and variation in children’s oral language samples. Analyses were performed on Play, Tell, and Retell methods across 178 total samples and it was found that Retell elicited higher measures of syntactic complexity (i.e., TTR, SI, MLUw) than Play as well as a higher TTR (i.e., lexical diversity) and SI (i.e., clausal density) than Tell; however, no difference was found between Tell and Retell for MLUw (i.e., syntactic complexity/productivity), nor was there a difference found between Tell and Play for TTR. Additionally, it was found that the two narrative methods elicited higher DDM (i.e., frequency of dialectal variation) than the Play method. No significant difference was found between Tell and Retell for DDM. Implications for the continued use of language sample for assessment of speech and language are discussed. / Communication Sciences

Dual language learners (DLLs) represent a rapidly growing population of students in United States preschools. DLLs increasingly experience social emotional learning (SEL) programs in their early learning environments, which are now widely implemented in Head Start and other publicly funded preschools. However, limited research has explored the extent to which SEL programs support DLL development. Investigating the impact of SEL programs on DLL skills is critical to both enhance the literature on SEL programs and to identify the types of preschool curricula that benefit DLLs. In the present study, I took an ecological systems and sociocultural approach to evaluating the extent to which SEL programs support DLL language and social outcomes and whether these outcomes depend on classroom contextual factors. Using an existing data set that included a large number of DLLs enrolled in Head Start, I fit a series of multilevel models to evaluate whether participating in an SEL program predicted growth in DLLs’ social skills and vocabulary over time compared to participating in a control group. I conducted a multilevel moderation analysis to examine the extent to which DLL outcomes depended on the overall quality of teacher-child interactions in a classroom and having a teacher who could speak DLLs’ home language (i.e., Spanish). Results indicated that DLLs who participated in an SEL program showed greater growth in social skills over time than DLLs in the control group. There was not evidence to suggest that the social skills outcomes depended on classroom-level teacher-child interactions, nor on having a Spanish-speaking teacher. Findings also revealed no significant difference in vocabulary growth over time among DLLs in the SEL program group versus DLLs in the control group. However, results indicated that DLL vocabulary outcomes depended on classroom-level teacher-child interaction quality. There was not evidence to suggest that vocabulary outcomes depended on having a Spanish-speaking teacher. These findings provide support for preschool SEL programs as a tool to enhance DLL social skills. They suggest the need for SEL programs to embed opportunities for quality teacher-child language interactions in curricula to enhance DLL vocabulary skills. Future research should continue to explore the contextual factors that impact DLL outcomes in SEL programs, as well as explore the relative effectiveness of various SEL programs. / School Psychology

English fluency is a strong predictor of later academic success in the U.S. (Espinosa, 2007) In fact, a child who enters kindergarten with weak English language skills is most at risk for academic failure and dropping out of school; while a child with strong home language (L1) skills is more likely to attain fluency in English (Espinosa, 2007). A large portion of young English learners are acquiring their first and second languages at the same time. It is important to young dual language learners (DLL) that research reveals the best ways to provide effective instruction which helps maintain the home language and supports acquisition of English. This study examined the effects of an early reading intervention on preschool-age DLL children’s early literacy skills. Phonological awareness and alphabet knowledge have been identified as skills that can transfer from L1 to English (L2) to enhance the acquisition of the second language among young children (Dickinson, 2004; Durgunoglu, Nagy, & Hancin-Bhatt, 1993). There is evidence of the effectiveness of shared-reading interventions to increase children’s oral language skills across languages, race/ethnicity, and SES. The current study embedded instruction in phonological awareness and alphabet knowledge in a group of interactive reading strategies known as Dialogic Reading (DR). The intervention was delivered in the children’s home language, Spanish. Children’s growth in emergent literacy skills in Spanish and in English was monitored using a single subject with multiple baselines across subjects design. Visual analysis of single subject graphs indicated gains across all participants. In addition, paired-samples t-tests showed significant growth between pre- and post-tests in both English and Spanish of participating children. The findings have implications for research, policy, professional practice, and home literacy practices.

No description available.