Supporting teachers in arts integration strategies to foster foundational literacy skills of emergent bilinguals

Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the speaking skills of EBs is presented; the underlying mechanisms are explored. An example of a fieldwork program that provided pre-service teachers with hands-on experience in K-1 classes is included, showing how they learned to enhance the verbal skills of EBs through integration of drama, music, and movement

The role of access to Head Start and quality ratings for Spanish-Speaking Dual Language Learners' (DLLs) participation in early childhood education

a b s t r a c t Data from the Head Start Impact Study (N = 4442) were used to test for differences between Spanishspeaking Dual Language Learners (DLLs) and monolingual English-speaking children in: (1) Head Start attendance rates when randomly assigned admission; and (2) quality ratings of other early childhood education (ECE) programs attended when not randomly assigned admission to Head Start. Logistic regressions showed that Spanish-speaking DLL children randomly assigned a spot in Head Start were more likely than monolingual-English learners to attend. Further, Spanish-speaking DLLs not randomly assigned a spot in Head Start were more likely to attend higher-quality ECE centers than non-DLL children. Policy implications are discussed, suggesting that, if given access, Spanish-speaking DLL families will take advantage of quality ECE programs

Impact of arts participation on children’s achievement:A systematic literature review

This paper reports on a systematic literature review to examine the association between children and young people’s participation in arts activities and their academic achievement. The 24 studies that met our criteria for inclusion and weight of evidence (2004-16) had mixed findings. Whilst many of the research designs employed would not meet positivist criteria for rigour – such as sample size, statistical significance and causality – typically required by public bodies to justify expenditure, there are examples throughout the literature reviewed of academically-related benefits to participants, such as increased confidence, creativity or more positive attitude towards their studies. Overall, there appears to be some justification from the literature for public investment in high-quality, long-term arts education programmes for children and young people in schools and community settings, on the basis of its potential to enhance academic achievement. However, there may be more intrinsic benefits to arts participation than the instrumental, essentially economic justification of improved academic standards

The Role of Executive Function in the Early Academic Achievement of Hispanics: A National Study

Hispanics represent a large and rapidly growing segment of students in U.S. schools. Thus, it is imperative for educators to find effective solutions to equip young Hispanics with the skills that they will need to thrive academically. There is strong consensus about the importance of English oral language skills for future academic performance, but less is known about how other cognitive skills, which are not necessarily predicated on English abilities, might aid young Hispanics as they enter elementary school. One such skill is executive function (EF). EF is composed of three main competencies: inhibitory control, working memory, and cognitive flexibility. Previous research links early EF to future academic performance, but few studies have focused specifically on the EF of Hispanic children.This dissertation is composed of three studies focused on Hispanic children’s kindergarten EF and how EF relates to other school readiness skills and future academic achievement. Data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is used. As the largest and most recent, nationally-representative dataset, the ECLS-K:2011 offers a generalizable overview of the EF skills of many young Hispanics in the U.S. and how such abilities relate to their academic performance. The first study investigates: (1) how kindergarten-entry EF and English oral language skills of Hispanic children vary by socioeconomic status (SES), prematurity, and home language factors; and (2) if EF mediates the impact of SES, prematurity, and English oral language on kindergarten-entry English reading, math, approaches to learning, and socio-emotional skills. The second study examines: (1) how the growth of Hispanic children’s EF between kindergarten and second grade varies as a result of SES and English oral language skills; and (2) if kindergarten EF mediates the relationship between SES and English oral language and second grade reading and math. The third study compares the EF of Hispanics and monolingual-English Whites, specifically examining: (1) if EF skills at kindergarten entry differ for monolingual-English Hispanics, bilingual Hispanics, monolingual-Spanish Hispanics, and monolingual-English Whites; (2) if the impact of kindergarten-entry EF on second grade math and reading differs between Hispanics and monolingual-English Whites and Hispanics of varying levels of English proficiency; and (3) any differences in the mediating role of EF between kindergarten-entry SES and English oral language skills and second grade achievement for Hispanics and monolingual-English Whites.Results from the first study suggest that EF mediates the impact of SES, English oral language, and premature birth on kindergarten-entry academic, behavioral, and socio-emotional skills. Results from the second study indicate EF as a predictor of second grade reading and math, and, working memory in particular, as a mediating mechanism between kindergarten-entry SES and English oral language and future achievement. Results from the third study provide no evidence of a bilingual or bicultural advantage on EF for Hispanics, but suggest that kindergarten EF – primarily working memory – is more beneficial for the future academic achievement of Hispanics than monolingual-English Whites, and particularly for those Hispanics with the weakest level of English proficiency.These three studies provide evidence that EF, and especially working memory, impacts the school readiness skills and future academic achievement of Hispanic children. Results from this dissertation suggest that early interventions targeted at boosting EF could potentially benefit the future achievement of Hispanic students

Boosting Language Skills of English Learners Through Dramatization and Movement

This article presents an arts integration program that uses drama and dance to promote foundational literacy skills, with an emphasis on the oral development of English Language Learners (ELLs). Previous research indicates that arts activities afford a beneficial opportunity for young students to practice language skills, but many teachers have received scant training in the arts. The Teaching Artist Project (TAP) is a professional development program that helps classroom teachers use dramatization and creative movement to enhance comprehension and promote verbal interaction in the classroom. Children learn to imaginatively connect the decontextualized vocabulary of the classroom with their own experiences. A mixed methods study of TAP found that K-1 ELLs who participated in TAP showed improvements in early literacy skills compared with their peers. This article introduces approaches used in TAP, suggests sources of the language gains, and discusses strategies for successful implementation

Boosting language skills of ELLs through dramatization and movement

This article presents an arts integration program that uses drama and dance to promote foundational literacy skills, with an emphasis on the oral development of English Learners (ELs). Previous research indicates that arts activities afford a beneficial opportunity for young students to practice language skills, but many teachers have received scant training in the arts. The Teaching Artist Project (TAP) is a professional development program that helps classroom teachers use dramatization and creative movement to enhance comprehension and promote verbal interaction in the classroom. Children learn to imaginatively connect the decontextualized vocabulary of the classroom with their own experiences. A mixed methods study of TAP found that K-1 ELLs who participated in TAP showed improvements in early literacy skills compared with their peers. This article introduces approaches used in TAP, suggests sources of the language gains, and discusses strategies for successful implementation

The Role of Executive Function in the Early Academic Achievement of Hispanics: A National Study

Hispanics represent a large and rapidly growing segment of students in U.S. schools. Thus, it is imperative for educators to find effective solutions to equip young Hispanics with the skills that they will need to thrive academically. There is strong consensus about the importance of English oral language skills for future academic performance, but less is known about how other cognitive skills, which are not necessarily predicated on English abilities, might aid young Hispanics as they enter elementary school. One such skill is executive function (EF). EF is composed of three main competencies: inhibitory control, working memory, and cognitive flexibility. Previous research links early EF to future academic performance, but few studies have focused specifically on the EF of Hispanic children.This dissertation is composed of three studies focused on Hispanic children’s kindergarten EF and how EF relates to other school readiness skills and future academic achievement. Data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is used. As the largest and most recent, nationally-representative dataset, the ECLS-K:2011 offers a generalizable overview of the EF skills of many young Hispanics in the U.S. and how such abilities relate to their academic performance. The first study investigates: (1) how kindergarten-entry EF and English oral language skills of Hispanic children vary by socioeconomic status (SES), prematurity, and home language factors; and (2) if EF mediates the impact of SES, prematurity, and English oral language on kindergarten-entry English reading, math, approaches to learning, and socio-emotional skills. The second study examines: (1) how the growth of Hispanic children’s EF between kindergarten and second grade varies as a result of SES and English oral language skills; and (2) if kindergarten EF mediates the relationship between SES and English oral language and second grade reading and math. The third study compares the EF of Hispanics and monolingual-English Whites, specifically examining: (1) if EF skills at kindergarten entry differ for monolingual-English Hispanics, bilingual Hispanics, monolingual-Spanish Hispanics, and monolingual-English Whites; (2) if the impact of kindergarten-entry EF on second grade math and reading differs between Hispanics and monolingual-English Whites and Hispanics of varying levels of English proficiency; and (3) any differences in the mediating role of EF between kindergarten-entry SES and English oral language skills and second grade achievement for Hispanics and monolingual-English Whites.Results from the first study suggest that EF mediates the impact of SES, English oral language, and premature birth on kindergarten-entry academic, behavioral, and socio-emotional skills. Results from the second study indicate EF as a predictor of second grade reading and math, and, working memory in particular, as a mediating mechanism between kindergarten-entry SES and English oral language and future achievement. Results from the third study provide no evidence of a bilingual or bicultural advantage on EF for Hispanics, but suggest that kindergarten EF – primarily working memory – is more beneficial for the future academic achievement of Hispanics than monolingual-English Whites, and particularly for those Hispanics with the weakest level of English proficiency.These three studies provide evidence that EF, and especially working memory, impacts the school readiness skills and future academic achievement of Hispanic children. Results from this dissertation suggest that early interventions targeted at boosting EF could potentially benefit the future achievement of Hispanic students

Boosting Language Skills of English Learners Through Dramatization and Movement

This article presents an arts integration program that uses drama and dance to promote foundational literacy skills, with an emphasis on the oral development of English Language Learners (ELLs). Previous research indicates that arts activities afford a beneficial opportunity for young students to practice language skills, but many teachers have received scant training in the arts. The Teaching Artist Project (TAP) is a professional development program that helps classroom teachers use dramatization and creative movement to enhance comprehension and promote verbal interaction in the classroom. Children learn to imaginatively connect the decontextualized vocabulary of the classroom with their own experiences. A mixed methods study of TAP found that K-1 ELLs who participated in TAP showed improvements in early literacy skills compared with their peers. This article introduces approaches used in TAP, suggests sources of the language gains, and discusses strategies for successful implementation