School readiness of dual language learners in Migrant and Seasonal Head Start (MSHS): The role of dominant language of classroom interactions and socioeconomic status

Abstract

Children of migrant and seasonal farm workers (MSFWs) represent a highly disadvantaged and understudied population in the U.S., with unique educational and socio-linguistic needs. This study leverages nationally representative data on children of MSFWs attending Migrant and Seasonal Head Start (MSHS) programs to investigate how Spanish-English dual language learners’ (DLLs’) school readiness skills are related to their dominant language of classroom interaction and family socioeconomic status (SES), particularly maternal education and poverty status. We examined both the direct associations and the interaction between the dominant language of classroom interaction and SES in shaping school readiness skills. Results show that DLLs’ more Spanish-dominant interaction in the classroom, compared to English, predicted higher Spanish literacy skills, with no significant effect on English literacy skills. Poverty status was correlated with weaker Spanish skills. While maternal education was not directly associated with school readiness, it interacted with DLLs’ dominant language of classroom interaction in predicting school readiness. That is, DLLs’ greater Spanish-dominant classroom interaction predicted higher approaches to learning skills, but this effect was observed only for DLLs whose mothers had a high school or higher education. This suggests that Spanish dominance in the classroom may benefit relatively more advantaged children within the MSHS context. By capturing the continuum of dominant language of classroom interaction, this study provides insights into the complex interplay between language experiences and SES factors, offering nuanced implications for promoting school readiness in DLLs from MSFW backgrounds.