The Influence of Classroom Language Contexts on Dual Language Learners' Language Development

Autor/inn/en	Lin, Tzu-Jung; Chen, Jing; Lu, Monica; Sun, Jing; Purtell, Kelly; Ansari, Arya; Justice, Laura
Titel	The Influence of Classroom Language Contexts on Dual Language Learners' Language Development
Quelle	In: Journal of Educational Psychology, 115 (2023) 6, S.877-890 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Tzu-Jung) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000804
Schlagwörter	Bilingualism; Bilingual Education; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Learning Processes; Cultural Pluralism; Peer Groups; Classroom Environment; Classroom Communication; Language Skills; Vocabulary Development; Expressive Language; Preschool Education; Elementary School Students; Grade 1; Grade 2; Grade 3; Educational Benefits; Case Studies; Student Characteristics; Achievement Tests; Receptive Language; Comparative Analysis; Classification; Language Fluency; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Bilingualismus; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Kulturpluralismus; Gleichaltrigengruppe; Peer Group; Klassenklima; Unterrichtsklima; Klassengespräch; Language skill; Sprachkompetenz; Wortschatzarbeit; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Bildungsertrag; Case study; Fallstudie; Case Study; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rezeptive Kommunikationsfähigkeit; Classification system; Klassifikation; Klassifikationssystem; Language skills
Abstract	The purpose of this study was to examine how classroom language contexts characterized by peer language skills and proportions of dual language learners (DLL) influenced English language development for DLL and non-DLL children. Participants were 2,131 children from 135 classrooms across preschool through Grade 3. Children were classified into fluent bilinguals (FBs, 12%), emergent bilinguals (EBs, 13%), and non-DLL (or English monolinguals [EMs], 75%). Over an academic year, FBs experienced similar growth in expressive vocabulary compared to EMs, both of which showed more growth than EBs, suggesting a bilingual advantage. Peer language skills and DLL composition were positively associated with DLLs' and non-DLLs' language development. Although having more EBs in the classroom lowered peer language skills, the overall influence that proportion of EBs had on children's language development remained positive. These findings shed light on the heterogeneity of DLLs and the complex social process of learning underlying linguistically and culturally diverse classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01