Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

The present study examined the roles that language of assessment, dominance, and teacher use during instruction play in Dual Language Learner (DLL) science scores. A total 255 Head Start DLL children were assessed on equated assessments English Spanish. First overall differences between two languages examined, then associations performance compared related to children’s quantity Spanish, teachers’ academic language. When as a homogeneous group, DLLs did not perform differently or Spanish assessments. However, when heterogeneously, Spanish-dominant performed better percentage used by teachers affect Teachers’ impacted assessments, but not. results have implications for assessment instruction.