Exploring Bidirectional Language–Behavior Influences for Spanish–English Dual Language Learning Children in Head Start

The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a...

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Bibliographic Details
Published in:Journal of emotional and behavioral disorders 2023-09, Vol.31 (3), p.191-203
Main Authors: Juhasz, Audrey C., Boyce, Lisa K.
Format: Article
Language:English
Subjects:
Behavior
Behavior Problems
Bidirectionality
Bilingual Education
Bilingual Students
Child Behavior
Classrooms
Correlation
English (Second Language)
English language
Expressive Language
Externalizing behaviour
Federal Programs
Foreign language learning
Head Start project
Influence
Internalization
Internalizing disorders
Language
Language acquisition
Language of Instruction
Language Usage
Learning
Low Income Students
Preschool Children
Preschool Education
Receptive Language
Social Services
Spanish Speaking
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Summary:The purpose of this exploratory study was to examine the longitudinal, bidirectional relations between receptive and expressive Spanish and English language and internalizing and externalizing behavior problems in a sample of 97 preschool children from Spanish-speaking, homes who were enrolled in a U.S. Head Start program. Eight cross-lagged path models were conducted: four for each language. Models tested the autoregressive and cross-lagged paths between two dimensions of language (expressive and receptive) and behavior problems (internalizing and externalizing) over the preschool year. Findings highlight the critical importance of the home language for children who are dual language learners and suggest programs ensure adequate home language support is available in the classroom. Future directions are discussed.
ISSN:1063-4266
1538-4799
DOI:10.1177/10634266221100212