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Spanish-English Emergent Bilingual Children's Classroom Language Interactions: A Latent Profile Approach.

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Title: Spanish-English Emergent Bilingual Children's Classroom Language Interactions: A Latent Profile Approach.
Authors: Rojas, Natalia M.1 (AUTHOR) natalia.rojas@nyulangone.org
Source: Early Childhood Education Journal. Jun2025, Vol. 53 Issue 5, p1729-1739. 11p.
Subject Terms: *Early childhood education, *Children's language, *Language teachers, *Cognitive psychology, *Bilingual education, *Readiness for school
Abstract: Despite the importance of classroom language interactions for children's school readiness skills and the school readiness gaps faced by Spanish-speaking emergent bilinguals (EBs), the field knows little about their classroom language interactions in early childhood education (ECE) classrooms. Expanding upon traditional approaches of observing classroom interactions, this study applies a child-centered analytic method to identify profiles of EBs classroom language interactions, characterized by their vocalizations and conversational turn-taking with teachers and peers, based on audio recordings. Data were drawn from 20 ECE classrooms and 171 EB children (ages 3 to 4) during the 2020–2021 school year. Latent profile analysis using variables from all-day recordings of EB children's language environment identified three profiles: (1) limited classroom language interactions (58%); (2) engaging in conversations with teachers (14%); and (3) vocalizing and engaging conversations with peers (28%). EB children categorized to the second profile were less likely to speak Spanish and have teachers who spoke Spanish but were more likely to hear more words than EBs in profile 1. EBs children in profile 3 were likelier to be older than EBs in profile 1. Given that most EBs were in a profile of limited language interactions, the findings suggest the importance of improving opportunities and providing more support for EBs to engage in conversational turn-taking with their teachers and peers. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Spanish-English Emergent Bilingual Children's Classroom Language Interactions: A Latent Profile Approach.
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jun2025, Vol. 53 Issue 5, p1729-1739. 11p.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+language%22">Children's language</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+teachers%22">Language teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+psychology%22">Cognitive psychology</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink>
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  Data: Despite the importance of classroom language interactions for children's school readiness skills and the school readiness gaps faced by Spanish-speaking emergent bilinguals (EBs), the field knows little about their classroom language interactions in early childhood education (ECE) classrooms. Expanding upon traditional approaches of observing classroom interactions, this study applies a child-centered analytic method to identify profiles of EBs classroom language interactions, characterized by their vocalizations and conversational turn-taking with teachers and peers, based on audio recordings. Data were drawn from 20 ECE classrooms and 171 EB children (ages 3 to 4) during the 2020–2021 school year. Latent profile analysis using variables from all-day recordings of EB children's language environment identified three profiles: (1) limited classroom language interactions (58%); (2) engaging in conversations with teachers (14%); and (3) vocalizing and engaging conversations with peers (28%). EB children categorized to the second profile were less likely to speak Spanish and have teachers who spoke Spanish but were more likely to hear more words than EBs in profile 1. EBs children in profile 3 were likelier to be older than EBs in profile 1. Given that most EBs were in a profile of limited language interactions, the findings suggest the importance of improving opportunities and providing more support for EBs to engage in conversational turn-taking with their teachers and peers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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