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.

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This systematic review aims to determine the relationship between postoperative delirium and the use of dexmedetomidine in comparison with commonly used sedatives/analgesics in the postoperative cardiac surgery patient. A systematic literature search of PubMed plus, CINAHL, Scopus, and Ovid, and limited to the English language in the last 10 years, was performed. Randomized controlled trials, observational and retrospective studies, and meta-analyses with at least 1 delirium assessment tool were included. The search found 196 potential articles; however, only 12 met the criteria outlined. The systematic review revealed a decrease in postoperative delirium for patients receiving dexmedetomidine in all studies. Seven studies demonstrated statistically significant reductions in postoperative delirium with dexmedetomidine compared with other sedatives/analgesics. One study also revealed reduction of delirium with dexmedetomidine as compared with normal saline. Two studies showed a delayed time to delirium onset in patients receiving dexmedetomidine versus propofol or morphine. The 2 meta-analyses found that all included studies had a statistically significant reduction in postoperative delirium when using dexmedetomidine. Postoperative use of dexmedetomidine in cardiac surgery patients may reduce the incidence of postoperative delirium.

Purpose: The purpose of this study was twofold: (a) to describe how the language diversity (i.e., the within-group variability in dual-language skills) of Latino dual-language learner (DLL) preschoolers was related to their science readiness skills and (b) to describe the importance of language of science instruction for Spanish-dominant children. Method: Latino DLL children's ( N = 161; ages 3–5 years) language skills were assessed in various domains of both Spanish and English, and then their science readiness skills were assessed in their dominant language. Using a latent profile analysis, profiles were generated to describe the diversity of DLLs' bilingual skills. These profiles were used as independent variables in a series of hierarchical regressions to predict children's science readiness skills. With the Spanish-dominant subsample, an interaction term was created between profile membership and language of science instruction to determine how language of instruction contributes to the relation between language and science readiness skills. Results: English-dominant children and children with high and balanced dual-language skills had the highest science readiness skills, and instruction in two languages was related to higher science readiness skills of certain Spanish-dominant children. Results underscore the linguistic heterogeneity of Latino DLL children and its importance for school success and bilingual instruction initiatives. Conclusion: Findings provide evidence for the within-group variability in the dual-language skills of Latino DLL preschool children relating to differences in their science readiness skills, as well as for how bilingual instruction is related to science readiness skill.