Impacts on Head Start Dual Language Learning Children's Early Science Outcomes

Autor/inn/en	Rumper, Brooke; Frechette, Elizabeth; Greenfield, Daryl B.; Hirsh-Pasek, Kathy
Titel	Impacts on Head Start Dual Language Learning Children's Early Science Outcomes
Quelle	In: Education Sciences, 11 (2021), Artikel 283 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rumper, Brooke) ORCID (Hirsh-Pasek, Kathy) Weitere Informationen
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Early Childhood Education; Bilingual Education; Preschool Children; Science Achievement; Outcomes of Education; Language of Instruction; Language Dominance; Language Usage; Student Evaluation; Hispanic American Students; Spanish; English (Second Language); Second Language Learning; Federal Programs; Low Income Students + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernleistung; Schulerfolg; Teaching language; Unterrichtssprache; Sprachliche Dominanz; Sprachgebrauch; Schulnote; Studentische Bewertung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children's language dominance, teacher quantity of English and Spanish, and teachers' academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children's science scores. Teachers' use of Spanish academic science language impacted children's performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01