Dual Language Skills and Socioemotional Development for Spanish-English Dual Language Learners in Head Start.

Abstract

The current study explored whether the associations between language and socioemotional (SE) development differ across various facets of language and SE domains, as well as across dual language learners (DLLs) with and without baseline English proficiency at Head Start entry. Cross-lagged panel analyses were conducted on 471 Hispanic Spanish-English DLLs (Mage = 41 months old; 49% girls) in Head Start programs, who were followed for two years from the program entry to kindergarten. Results supported unidirectional effects of prior Spanish receptive vocabulary and conceptual expressive vocabulary on subsequent SE development for the full sample. When examining the two DLL groups separately based on English proficiency at program entry, we found that the full-sample results were primarily driven by Emergent Bilinguals, that is, DLLs developing English proficiency. For Bilinguals, that is, DLLs with stronger English proficiency, a reciprocal, bidirectional association emerged between Spanish receptive vocabulary and SE skills. Our findings suggest the significant role of DLLs' home language (Spanish) in their SE development, and vice versa, indicating possible benefits of intentionally integrating heritage language supports into SE-focused curricula and classroom.