Effect of classroom language diversity on head start ELL and non-ELL children's social-emotional development.
This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nest...
| Publicado en: | Applied Developmental Science Vol. 24; no. 3; pp. 230 - 242 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jul-Sep2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=144524512&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 144524512 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10888691 7LF jtl: Applied Developmental Science issn: 10888691 maglogo: N pubinfo: dt: Jul-Sep2020 vid: 24 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 144524512 10.1080/10888691.2018.1461015 ppf: 230 ppct: 12 formats: tig: atl: Effect of classroom language diversity on head start ELL and non-ELL children's social-emotional development. aug: au: Meng, Christine affil: Edgewood College, Doctoral Program in Educational Leadership, Madison, WI su: Children's language Social skills Classrooms Child development Language ability sug: subj: Children's language Social skills Classrooms Child development Language ability ab: This study used the FACES 2009 cohort to examine the effect of classroom language diversity on the social-emotional development (defined as social skills, approaches to learning, and behavior problems) of the ELL and non-ELL children. A three-level hierarchical linear modeling in which time was nested within the child and the child was nested within the classroom was conducted. The children's ELL status was determined based on their home language and English proficiency. Results showed that the non-ELL children demonstrated a decline in the developmental trajectory of social skills in the classrooms with high language diversity. On the other hand, the ELL children with English proficiency demonstrated a low trajectory of social skills in the classrooms with low language diversity. These findings suggest that the effect of classroom language diversity on the children's social-emotional development depends on the children's language status. Implications and future research are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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