Purpose This study describes the language diversity (the within-group variability in dual-language skills) of a sample of Latino dual-language learners (preschoolers, 3-5 years of age) and how language diversity is related to home and classroom factors. Method A sample of 161 caregivers and their preschoolers participated in this study. Caregivers and a sample of 19 teachers reported on demographic factors and home and classroom language environments. Children were assessed in various domains of both Spanish and English to evaluate their language proficiency skills in each language. Latent profile analysis was used to generate profiles of the diversity of bilingual skills of young dual-language learners. Results Four profiles of dual-language skills emerged, characterized by balanced versus uneven skills and phonology and morphosyntax domains. The domains within each language served as markers to distinguish the profiles from one another, specifically morphosyntax and phonology. The results underscore the linguistic heterogeneity of preschool Latino dual-language learners. Conclusions Findings reflect the importance of highlighting the strengths of language diversity of preschool Latino dual-language learners instead of employing a monolithic, "one-size-fits-all" approach when considering how to best support them. Furthermore, the home environment plays an important role in supporting Spanish language skills, especially if such support is not necessarily provided at school.

中文翻译：

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拉丁裔学龄前儿童的双语语言多样性：潜在概况分析。

目的 本研究描述了拉丁裔双语学习者（学龄前儿童，3-5 岁）样本的语言多样性（双语技能的组内可变性）以及语言多样性与家庭和课堂因素的关系。方法 161 名照料者及其学龄前儿童的样本参与了这项研究。照顾者和 19 名教师的样本报告了人口因素以及家庭和课堂语言环境。孩子们接受了西班牙语和英语的各个领域的评估，以评估他们在每种语言中的语言能力。潜在概况分析用于生成年轻双语学习者双语技能多样性的概况。结果 出现了四种双语技能概况，特点是技能平衡与不平衡以及音系和形态句法领域。每种语言中的域作为标记来区分不同的配置文件，特别是形态句法和音系。结果强调了学龄前拉丁裔双语学习者的语言异质性。结论 调查结果反映了在考虑如何最好地支持他们时，强调学龄前拉丁裔双语学习者语言多样性优势的重要性，而不是采用单一的、“一刀切”的方法。此外，家庭环境在支持西班牙语语言技能方面发挥着重要作用，尤其是在学校不一定提供这种支持的情况下。结果强调了学龄前拉丁裔双语学习者的语言异质性。结论 调查结果反映了在考虑如何最好地支持他们时，强调学龄前拉丁裔双语学习者语言多样性优势的重要性，而不是采用单一的、“一刀切”的方法。此外，家庭环境在支持西班牙语语言技能方面发挥着重要作用，尤其是在学校不一定提供这种支持的情况下。结果强调了学龄前拉丁裔双语学习者的语言异质性。结论 调查结果反映了在考虑如何最好地支持他们时，强调学龄前拉丁裔双语学习者语言多样性优势的重要性，而不是采用单一的、“一刀切”的方法。此外，家庭环境在支持西班牙语语言技能方面发挥着重要作用，尤其是在学校不一定提供这种支持的情况下。