Abstract

Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313 Spanish-English-speaking bilingual preschool-age children from 81 classrooms. Results revealed a significant portion of variance in children’s performance was between classrooms. Children demonstrated meaningful growth on all measures except English rhyming. Predominantly Spanish and bilingual instruction produced growth as strong as English instruction on all measures except for first sounds and sound identification where bilingual instruction had a negative impact on growth. Children’s language profiles did not interact with their classroom language of instruction. Implications for understanding the role language of instruction and home language exposure in multitiered systems of support with Spanish-speaking preschoolers are discussed.

Impact Statement

Preschool-age Spanish-speaking dual language learners grow as quickly in Spanish language instruction as in English instruction on Spanish and English alphabet knowledge and phonological awareness skills. Preschool-age Spanish-speaking dual language learners did not grow as quickly in settings self-identified as providing bilingual instruction as in English-only instruction on English alphabet knowledge and phonological awareness skills. More research is needed to identify the factors in these settings that are related to this difference. Early childhood MTSS models can improve young DLL’s outcomes by facilitating data-based decisions that unpack the nuances of their performance. It is important when considering the needs of DLLs to include performance in each of their languages, understand expected growth rates in each of their languages, and consider tier 1 language of instruction.

摘要

当文化和语言响应实践指导教学时，多层次的支持系统为双语学习者带来希望。我们对来自 81 个教室的 313 名讲西班牙语和英语的双语学龄前儿童建立了西班牙语和英语早期读写能力的增长模型，并检查了语言暴露和使用在个人和课堂教学水平上的作用。结果显示，儿童表现的很大一部分差异发生在教室之间。除了英语押韵外，孩子们在所有方面都表现出有意义的增长。主要是西班牙语和双语教学在所有方面都产生了与英语教学一样强劲的增长，但双语教学对增长产生负面影响的第一声和声音识别除外。儿童的语言档案与他们的课堂教学语言没有相互作用。讨论了在讲西班牙语的学龄前儿童的多层支持系统中理解教学的角色语言和家庭语言暴露的含义。

影响陈述

学龄前讲西班牙语的双语学习者在西班牙语教学中的成长速度与在西班牙语和英语字母知识和语音意识技能的英语教学中一样快。学龄前西班牙语双语学习者在自我认同的环境中的成长不如在英语字母知识和语音意识技能的纯英语教学中那样提供双语教学。需要更多的研究来确定这些环境中与这种差异相关的因素。幼儿 MTSS 模型可以通过促进基于数据的决策来揭示其表现的细微差别，从而改善年轻 DLL 的结果。在考虑 DLL 的需求时，重要的是要包括每种语言的性能，了解每种语言的预期增长率，