Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting

Miller, Elizabeth

doi:10.1016/j.ecresq.2016.01.003

Cited by 9 publications

(5 citation statements)

References 26 publications

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“…The maintenance of a multicultural and multilingual school setting is attractive to parents. In previous studies, parents have been shown to tend to enroll their children in centers where providers speak their children’s HL, preferring a school that is culturally close to their own [ 59 , 71 ]. Promoting a bilingual environment at Head Start centers also increases families’ involvement in school, leading to stronger relationships between students and teachers, and promoting improved academic competency and attitudes in children [ 72 ].…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

et al. 2022

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Dual language learners (DLLs) are sensitive to teachers’ language influence in early childhood classrooms. In this mixed methods study incorporating 53 teachers from 28 preschools in Northern California, we investigated the characteristics of teachers’ language use in preschools teaching Chinese–English and Spanish–English DLLs. We further examined the links of teachers’ language use to the DLLs’ expressive vocabulary in English and their heritage language (HL), controlling for home language exposure and other confounding variables. Finally, we conducted interviews with teachers to understand how they make meaning of their daily language practices. The sample of children consisted of 190 Chinese–English (N = 125) and Spanish–English (N = 65) DLLs (mean age = 48.3 months; 48% females). The teacher survey showed that most teachers spoke two or more languages and used a mix of English and their HL during their interactions with DLLs. The results of random-intercept models showed that teachers’ language use did not uniquely predict children’s vocabulary, controlling for family-level factors. However, the teachers with more years of teaching DLLs oversaw children with a higher HL vocabulary. The interview data revealed that teachers employ several strategies to communicate with DLLs and support HL maintenance. Our study reveals the multilingual backgrounds of preschool teachers and the rich language strategies they implement in multilingual classrooms. Future directions concerning the quality and development of teachers’ language use are discussed.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

et al. 2022

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“…To use ECE options available in their community, parents need clear and accurate information that can support their search process and enrollment decisions. Several barriers may constrain ECE information for low-income Latinx families, including limited English proficiency (Miller 2016), restricted social networks and information flows that favor personal connections (e.g., friends, neighbors, relatives, coworkers) (Chaudry et al 2011), and fear to engage with public programs because of immigration-related concerns and discrimination (Vesely et al 2015). Limited program outreach to Latinx communities and insufficient translation/interpretation services, along with administrative burden during the application or enrollment process (e.g., in-person office visits, documentation requirements), further limit families' access to ECE, especially when compounded with other barriers (Greenberg, Adams, and Michie 2016).…”

Section: Hispanic Access To Ece That Can Be Engaged In With Reasonable Effortmentioning

confidence: 99%

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Smith¹,

Crosby²,

Stephens³

2021

The ANNALS of the American Academy of Political and Social Scie

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Significant investments in public early childhood care and education (ECE) have yielded higher Hispanic enrollment in preschool-age programs, but progress has been uneven and inconsistent, especially for the youngest Hispanic children and low-income families. We review how ECE has contributed to Hispanic children’s development, offering a detailed review of Hispanic children’s participation in ECE, including evidence of effectiveness from ECE programs such as Early Head Start and Head Start, and state pre-K programs. We conclude with a discussion of why Hispanic children remain underserved by ECE and what policy changes could increase participation in these programs among Hispanics. We argue for expansion of established high-quality ECE into Hispanic-dense communities, for strategies that enroll and retain Latino children in ECE in ways that are family-centered and culturally responsive, and that ECE must adapt to better serve Hispanic families and dual language learners who require culturally appropriate pedagogy.

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“…There is also emerging qualitative evidence that low-income immigrant mothers may prioritize care that meets their scheduling needs – that is, evening or overnight care – if they are working non-traditional hours due to documentation or language barriers (Vesely, 2013). Recent research on Spanish-speaking dual-language learners (DLLs), many of whom are immigrants, has shown that children whose first language is Spanish are more likely to be enrolled in in an ECE arrangement that uses Spanish for instruction as opposed to another language (Miller, 2016), suggesting that Spanish-speaking immigrants may prefer ECE with Spanish-speaking caregivers over English-speaking caregivers. Low-income immigrant parents may struggle with conflicting preferences for ECE that is affordable and available during non-standard work hours (as do many low-income workers), versus a setting that promotes acculturation and academic preparation, versus one that features a caregiver who speaks the native language and provides cultural continuity, for example.…”

Section: Previous Researchmentioning

confidence: 99%

Predictors of public early care and education use among children of low-income immigrants

Johnson

Padilla

Votruba‐Drzal

2017

Children and Youth Services Review

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Little is known about predictors of publicly funded early care and education (ECE) use among low-income children of immigrants. Without this knowledge, it is difficult to effectively increase participation in these public programs, which promote school readiness but are underused by children of immigrants. Using nationally representative data from the Early Childhood Longitudinal Study -Birth Cohort (ECLS-B), this study attempts to identify pertinent family, child, maternal ECE preference, broader contextual, and immigrant specific characteristics predictive of ECE use among 4-year old children in a sample of low-income children of immigrants (N ≈ 1,050). Specifically, we estimate multinomial logistic regression models predicting type of ECE (Head Start, public pre-k, subsidized ECE, unsubsidized ECE, parental care) from these characteristics. Findings suggest that even in a low-income sample, correlates of disadvantage such as low maternal education and prior receipt of public benefits are important predictors of public ECE use, as are maternal preferences for certain features of care and supply-side factors such as ECE availability. Immigrant-specific factors such as English proficiency, citizenship status, availability of non-English speaking caregivers, and generosity of state policies toward immigrants emerged as particularly salient for explaining the public ECE selection patterns of low-income immigrants. Results point to future research areas and potential policy solutions aimed at increasing public ECE use for children who may stand to benefit the most.

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Child care enrollment decisions among dual language learner families: The role of Spanish language instruction in the child care setting

Cited by 9 publications

References 26 publications

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

Teachers’ Language Use in Multilingual Head Start Classrooms: Implications for Dual Language Learners

Equitable Access to High-Quality Early Care and Education: Opportunities to Better Serve Young Hispanic Children and Their Families

Predictors of public early care and education use among children of low-income immigrants

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