Subgroups within a heterogeneous population: Considering contextual factors that influence the formation of dual language learner profiles in head start.

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. (PsycInfo Database Record (c) 2024 APA, all rights reserv...
Source: Journal of Educational Psychology - Category: Psychiatry & Psychology Source Type: research