This study describes the effectiveness of an early childhood family education (ECFE) program built on a two-generation and strengths-based model to support dual language learners (DLLs) and their families. The researchers investigated the extent to which participation in the ECFE program influenced adult caregivers (n = 15) and the preschool-aged Latinx DLLs (n = 32) who participated, specifically regarding change related to the children’s language and literacy skills and pre-academic skills, families’ perceptions of their home literacy environments, caregivers’ perceptions of their own literacy skills, and caregivers’ actions regarding early literacy at home. Findings were robust and revealed DLLs in the intervention group experienced significant results on both assessments of early literacy and pre-academic readiness skills. Results from a self-reported home literacy checklist did not show significant results for adult caregivers in either the intervention or comparison groups, yet both groups experienced mean gains in scores on the home literacy checklist, with the intervention group showing the greatest gains. Social validity of the ECFE program was also high, and participants considered the ECFE program both beneficial and appropriate. Implications for early childhood programs and policy are discussed together with suggestions for future research.
Green, K. B., Griffin, R. A., Morris, C. T., & Varga, M. (2021). Early Childhood Family Education: Language and Pre-Academic Skills for Latinx Dual Language Learners. Journal of English Learner Education. (13)1.
Retrieved from https://stars.library.ucf.edu/jele/vol13/iss1/3
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