Profiles of home language environment in Head Start classrooms: Patterns and associated developmental skills for Spanish-English dual language learners

Abstract

This study utilized nationally representative data from Head Start programs (FACES 2014) to identify profiles of classrooms based on their practices and environments relevant to Spanish-English dual language learners (DLLs). We then compared DLLs’ development across the identified classroom profiles over the preschool year. Finally, we explored whether the potential effect of classroom profiles on early development varies by DLL status, distinguishing between Bilinguals and Emergent Bilinguals. Latent profile analysis identified three classroom profiles: (a) High home language support with a Spanish-speaking lead teacher (High HL, Spanish LT; 34.2%), (b) High home language support with a non-Spanish-speaking lead teacher (High HL, non-Spanish LT; 26.9%), and (c) Low home language support (Low HL; 38.9%). DLLs in High HL, Spanish LT classrooms presented higher teacher-reported social skills than those in Low HL classrooms. Moderation analyses revealed that Bilinguals in High HL, Spanish LT classrooms presented higher social skills and fewer behavioral problems than those in High HL, non-Spanish LT classrooms, and higher approaches to learning skills than those in Low HL classrooms, as reported by teachers. Children's language and math achievement over a preschool year did not differ across classroom profiles. These findings highlight the importance of strong home language support in classroom environments for enhancing DLLs' social-emotional skills and learning behaviors, particularly for Bilinguals.