Using a nationally representative sample of 3- and 4-year-old Spanish-speaking dual language learners (DLLs) attending Head Start (N = 654), this study examined whether mean levels of and variability in peers’ English receptive vocabulary skills were associated with DLLs’ English and Spanish receptive vocabulary skills in the spring. In addition, I tested whether these associations differed depending on the proportion of DLLs in the class. Results showed that DLLs had better English receptive vocabulary growth, but weaker Spanish receptive vocabulary growth when their classmates had higher English receptive vocabulary skills. Variability in peers’ English receptive vocabulary skills was not significantly associated with vocabulary growth in English or Spanish. These patterns did not depend on the proportion of DLLs in the class, pointing to the utility of understanding peer effects in terms of classmates’ skills and not only their characteristics. Findings demonstrate the importance of classmates’ English vocabulary skills for English vocabulary development. However, additional supports are needed to maintain DLLs’ vocabulary development in Spanish.

使用参加3月和4岁的说西班牙语的双语言学习者（DLL）的全国代表性样本（N = 654），该研究调查了春季同龄人英语接受词汇技能的平均水平和变异性是否与DLL的英语和西班牙语接受词汇技能相关。另外，我测试了这些关联是否根据类中DLL的比例而有所不同。结果表明，当同班同学的英语接受能力更高时，DLL的英语接受能力更好，但西班牙的接受能力却较弱。同伴的英语接受词汇技能的变化与英语或西班牙语的词汇增长没有显着相关。这些模式不依赖于DLL在班级中的比例，指出了根据同学的技能而不仅仅是他们的特征来理解同伴效应的效用。研究结果证明了同学的英语词汇技能对于英语词汇发展的重要性。但是，需要其他支持来维护DLL的西班牙语词汇开发。