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ERIC Number: EJ1049497
Record Type: Journal
Publication Date: 2014-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 86
ISBN: N/A
ISSN: ISSN-0012-1649
Child, Family, and School Characteristics Related to English Proficiency Development among Low-Income, Dual Language Learners
Kim, Yoon Kyong; Curby, Timothy W.; Winsler, Adam
Developmental Psychology, v50 n12 p2600-2613 Dec 2014
Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami ("n" = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida