The Case for Measuring and Reporting Bilingualism in Developmental Research.

Many children around the world grow up bilingual, learning and using two or more languages in everyday life. Currently, however, children's language backgrounds are not always reported in developmental studies. There is mounting evidence that bilingualism interacts with a wide array of processes including language, cognitive, perceptual, brain, and social development, as well as educational outcomes. As such, bilingualism may be a hidden moderator that obscures developmental patterns, and limits the replicability of developmental research and the efficacy of psychological and educational interventions. Here, we argue that bilingualism and language experience in general should be routinely documented in all studies of infant and child development regardless of the research questions pursued, and provide suggestions for measuring and reporting children's language exposure, proficiency, and use.

A culturally and linguistically responsive vocabulary approach for young Latino dual language learners.

PURPOSE: This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of vocabulary instruction (English culturally responsive [ECR]) versus using a bilingual modality that strategically combined Spanish and English (culturally and linguistically responsive [CLR]). METHOD: Forty-two DLL Spanish-speaking preschoolers were randomly assigned to the ECR group (n=22) or CLR group (n=20). Thirty English words were presented during small-group shared readings in their preschools 3 times a week for 5 weeks. Multilevel models were used to examine group differences in postinstruction scores on 2 Spanish and 2 English vocabulary assessments at instruction end and follow-up. RESULTS: Children receiving instruction in the CLR bilingual modality had significantly higher posttest scores (than those receiving the ECR English-only instruction) on Spanish and English vocabulary assessments at instruction end and on the Spanish vocabulary assessment at follow-up, even after controlling for preinstruction scores. CONCLUSIONS: The results provide additional evidence of the benefits of strategically combining the first and second language to promote English and Spanish vocabulary development in this population. Future directions for research and clinical applications are discussed.

The Cognitive Development of Young Dual Language Learners: A Critical Review.

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major data bases for research conducted with typically-developing, preschool-age dual language learners between 2000-2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.

LEARNING WORDS FOR LIFE: Promoting Vocabulary in Dual Language Learners.

Teaching vocabulary to young dual language learners is critical for their learning in school. This article presents recommendations for promoting vocabulary during reading aloud and conversations in early childhood.

Growing healthy kids: a community garden-based obesity prevention program.

BACKGROUND: Childhood obesity has increased dramatically in the past 3 decades, particularly among children aged 2-5 years. In this group, Latino children are among those with the highest prevalence of obesity. PURPOSE: This paper describes a pilot study to evaluate a community intervention, known as the Growing Healthy Kids Program (GHK), to prevent childhood obesity among low-income families in a Southern state. METHODS: The intervention included a weekly gardening session, a 7-week cooking and nutrition workshop, and social events for parents and children. Matched pre- and post-program height and weight data were collected for 95 children aged 2-15 years. Children's BMI was determined. Also, families reported on the availability and consumption of fruits and vegetables at the beginning and the end of the family's participation in the GHK program. Data were collected in 2008-2010 and analyzed in 2011. RESULTS: About 60% of participants who enrolled in the program were Latino families (n=60 families/120 children). By the end of their participation in the program, 17% (n=6, p<0.004) of obese or overweight children had improved their BMI classification and 100% of the children with a BMI classification of normal had maintained that BMI classification. According to parental reports, there was an increase of 146% (p<0.001) in the availability of fruits and vegetables and an increase in the consumption of fruits (28%; p<0.001) and vegetables (33%; p<0.001) among children of families participating in the GHK program. CONCLUSIONS: Findings from this pilot study are consistent with previous studies reporting an increase in availability and consumption of fruits and vegetables among families participating in community gardens. Although there are limitations because this is a pilot study, this strategy seems to be promising for addressing childhood obesity, particularly among low-income Latino immigrant families.

Preparing Early Childhood Teachers to Work With Young Dual Language Learners.

Teacher preparation is clearly linked to the quality of early childhood programs. In order for young dual language learners (DLLs) to be academically successful, teacher preparation should focus on those skills and abilities relevant to students' particular needs. This article reviews the content of professional preparation for early educators working with young DLLs and briefly discusses the importance of developing the cultural and linguistic diversity of the early childhood workforce. It identifies 6 content areas: (a) understanding language development, (b) understanding the relationship between language and culture,