Acceso usuarios
Lisa M. López, Matthew E. Foster, Shaunacy Sutter, Karen Nylund Gibson, Dina A. N. Arch
Emerging research suggests English and Spanish proficiencies of young Latine dual language learners (DLLs) are heterogeneous, including subgroups characterized by varying levels of English and Spanish dominance and proficiencies. However, there is limited understanding of contextual factors associated with the formation of DLL profiles. This study extends previous work by examining within-group variability in Spanish–English speaking DLLs’ (n = 330) cognitive, linguistic, literacy, and math skills at the end of prekindergarten (M = 5.09 years old), their family (n = 313) characteristics, and their classrooms (n = 84). Using latent profile analysis, we identified four profiles of DLLs (English dominant, balanced average, Spanish dominant, emerging bilinguals), four profiles of parents (low parent education, high mother education, high parent education, high father education), and two profiles of classrooms (teachers with high education with high training and teachers with low education with low training). In general, the balanced average child profile outperformed the other child profiles in English and Spanish, and their norm-referenced standard scores provide additional evidence that bilingual development is not associated with educational risk. There was not a statistically significant correspondence between the parent and child profiles; however, the correspondence between the teacher and child profiles suggests that over half of the children taught by teachers with high education and training are in balanced average or Spanish-dominant profiles. A larger proportion of DLLs in the emerging-bilingual profile are in classrooms with teachers characterized by low education and little professional development as compared to the other three profiles.
