An experimental study comparing English-only and Transitional Bilingual Education on Spanish-speaking preschoolers’ early literacy development

Durán, Lillian K.; Roseth, Cary J.; Hoffman, Patricia

doi:10.1016/j.ecresq.2009.10.002

Cited by 87 publications

(63 citation statements)

References 27 publications

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“…(p. 22) In comparison, English-only advocates argue that bilingual education delays acquisition of skills in English and have had some notable political success in limiting or banning bilingual education in several states like California, Arizona, and Massachusetts (Rossell & Kuder, 2005). However, research looking at the early results of bilingual education in the initial grades has agreed that the program does not delay English literacy acquisition (Durán, Roseth, & Hoffman, 2010;Slavin, Madden, Calderón, Chamberlain, & Hennessy, 2011) and that existing empirical evidence indicates the superiority of the bilingual approach for overall educational attainment for language minority students (Slavin & Cheung, 2005). In fact, available evidence indicates that programs that emphasize continued acquisition of both languages over the long term actually result in stronger English language skills than programs focused on transitioning to English.…”

Section: Introduction and Literature Reviewmentioning

confidence: 98%

The Linguistic Complexity of the English Learners’ Writing

Strid¹

2016

UCER-A

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Based on previous research suggests that programs which are more supportive of English learners' (ELs) native language help them better acquire academic language and skills and that additional cognitive development allows more linguistically complex writing, this research study examines compositions of three groups of 15 5th grade students, including one group of non-ELs and two groups of ELs enrolled in different types of programs for ELs in order to determine the linguistic complexity of their writing. The research found that ELs who were in a program more supportive of their home language wrote longer and more linguistically complex essays than those who were not and even showed signs of writing longer and more linguistically complex essays than non-ELs.

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Section: Introduction and Literature Reviewmentioning

confidence: 98%

The Linguistic Complexity of the English Learners’ Writing

Strid¹

2016

UCER-A

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“…Relatives were most likely, and caregivers in centers least likely, to use the home language. Recent scholarship emphasizes the importance of at least some use of the home language in ECE programs (Barnett et al, 2007;Chang et al, 2007;Durán et al, 2010), and this is an important area for future research-to better understand the actual language experiences that DLL children are having across care settings and the associated child outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Finally, language of instruction in ECE settings appears to play a role in outcomes for DLL children (Goldenberg et al, 2013). The use of the home language during interaction and instruction in child care contributes to DLLs' overall development (Barnett, Yarosz, Thomas, Jung, & Blanco, 2007;Chang et al, 2007;Durán, Roseth, & Hoffman, 2010). Thus, we also report on the languages used in the ECE settings for the DLL children.…”

Section: Quality Of Ece Programs and Language Of Instructionmentioning

confidence: 99%

Child Care Experiences Among Dual Language Learners in the United States

Espinosa

LaForett²,

Burchinal

et al. 2017

AERA Open

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Although quality center-based child care is helpful in promoting school readiness for dual language learners (DLLs), little is known about the nonparental child care that young DLL children experience. DLL status is often confounded with immigrant status, ethnicity, and poverty. Using nationally representative data from the Early Childhood Longitudinal Study–Birth Cohort, we examined child care experiences with repeated cross-sectional analyses at 9, 24, and 52 months for DLL and non-DLL children. After accounting for demographic and contextual factors, we found few differences in the quality and type of child care experienced by DLL children and children who hear only English in the home. Child care experiences were more related to country of origin, ethnicity, or immigrant status than DLL status. Nonparental caregivers were more likely to speak the child’s home language in home-based care than center care. Findings illustrate the importance of distinguishing among DLL status, socioeconomic status, ethnicity, country of origin, and immigrant status when considering the child care experiences of DLLs.

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“…Once they are in school and are successfully assimilated, they may end up losing their native language. Thus, the English-only approach does not allow learners to succeed in their native language and culture (Durán, Roseth, & Hoffman, 2010).…”

Section: Conflicting Attitudes and Beliefs About Deaf Educationmentioning

confidence: 99%