Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

Abstract

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language.

The Multi-State Study of Pre-Kindergarten was supported by Educational Research and Development Center Program PR/Award R307A60004, administered by the Institute of Education Sciences, U.S. Department of Education. The State-Wide Early Education Programs Study was supported by the National Institute for Early Education Research, the Pew Charitable Trusts, and the Foundation for Child Development. However, the contents of this article do not necessarily represent the positions or policies of the funders, and endorsement by the federal government or other funding agencies should not be assumed. The National Center for Early Development and Learning is grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in this study.

Notes

The Multi-State Study of Pre-Kindergarten was supported by Educational Research and Development Center Program PR/Award R307A60004, administered by the Institute of Education Sciences, U.S. Department of Education. The State-Wide Early Education Programs Study was supported by the National Institute for Early Education Research, the Pew Charitable Trusts, and the Foundation for Child Development. However, the contents of this article do not necessarily represent the positions or policies of the funders, and endorsement by the federal government or other funding agencies should not be assumed. The National Center for Early Development and Learning is grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in this study.

**p < .01.

*p < .05.

**p < .01.

*p < .05.

**p < .01.

^a n = 330 in fall; n = 257 in spring.

^b n = 73.

**p < .01.

*p < .05.

**p < .01.