Additive Effect, Feasibility, and Cost-Effectiveness of Family Engagement Activities that Supplement Dual Language Preschool Instruction

Abstract

There are several benefits for Dual Language Learners (DLLs) when their home language is integrated into classroom instruction. For example, instruction in students’ home language facilitates the learning of the new language more rapidly and supports bilingualism. One way to enhance young children’s language learning is to engage families in home language activities that reinforce dual language instruction provided at school. The primary purpose of this study was to examine the extent to which Spanish family engagement activities (FEAs) increased the effect of dual language instruction on the English and Spanish vocabulary and narrative skills of preschoolers. In addition, we also report on the feasibility and cost-effectiveness of Spanish FEAs used to boost young children’s dual language learning. With support from researchers, four Head Start teaching teams delivered multitiered dual language instruction in their classrooms. This involved English large group instruction twice a week and alternating Spanish and English small group intervention with a subset of students 4 times a week. Half of the children who received small group intervention (n = 11) were randomly assigned to also receive the caregiver-implemented FEAs in Spanish in addition to classroom dual language instruction. In a small-scale randomized pre-posttest group study, we examined the additive effect of the FEAs on children’s narrative and vocabulary in English and Spanish. After controlling for pretest scores, the FEAs showed a significant effect on Spanish vocabulary, but not narrative skills. Caregivers reported that they enjoyed the FEAs and would continue using them. The cost-effectiveness analysis revealed that benefits to DLLs’ Spanish vocabulary can be achieved at a reasonable cost.