Preschool Settings that Support Dual Language Learners: Investigating Classroom Experiences, Quality, and Supports for Teachers

Christina Stephens Baylor

Dual language learners (DLLs) constitute a significant and diverse share of the United States child population and those enrolled in preschool programs, underscoring the need to identify classroom experiences that promote their early development and effective supports for teachers. Despite significant nuance in how DLLs develop skills in multiple languages and experience preschool settings, many policy and program efforts have prioritized the acquisition of solely English language proficiency, with limited insight into the extent to which preschool settings and classrooms facilitate emergent bilingual acquisition. This project examines preschool classroom environments, learning outcomes, and tools that strengthen teachers' capacity to work with DLL students to improve access to high-quality educational opportunities for this growing population. Two aims will be investigated using rigorous quantitative methods and a mixed methods-case study design. First, person-centered latent profile analysis examines the extent to which a comprehensive set of quality measures frequently used to evaluate programs occur in combination or isolation among preschool classrooms in New Jersey's state-funded program, and how these settings relate to DLLs' learning outcomes. Second, the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) observational measure will describe preschool classroom quality as it relates to supporting DLLs, complemented by analysis of qualitative interviews with teachers who received tailored professional development aligned with this tool. This project provides generalizable knowledge on elements of preschool settings and teacher practices that promote high-quality learning experiences for DLLs. Findings will inform tailored efforts for policies and programs to improve quality, impacts, and the teacher workforce.

About Christina Stephens Baylor

Christina Stephens is an Assistant Research Professor at the National Institute for Early Education Research (NIEER) at Rutgers University. Her research investigates the impacts of early childhood care and education (ECCE) on families and children among historically marginalized populations, including dual language learners. These interests are focused on (1) policies and factors that shape families' equitable ECCE access, and (2) elements of programs and classrooms that promote early development. Dr. Stephens aims to translate her research into applied decision-making, policies, and practices across multiple levels of ECCE systems that benefit children and families. Her current and recent projects have included national-, state-, and community-level research, which has involved partnerships with various child care agencies. Specific examples include an investigation of the child care landscape of New Jersey, a longitudinal study of children's assets and education experiences that support early development, and a multi-state study of Child Care and Development Fund policy implementation. From this work, she has authored several research and policy reports, and her work has appeared in early childhood education and policy outlets including Early Childhood Research Quarterly and Early Education and Development. Previously, Dr. Stephens was an Institute of Education Sciences Postdoctoral Fellow at the University of Virginia, and a Predoctoral Fellow at the National Research Center on Hispanic Children and Families. She holds a Ph.D. in Human Development and Family Studies from the University of North Carolina Greensboro.