Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

This study explored the language experiences of dual learners (DLL; n = 19) and English monolinguals (EM; 13) in preschool classrooms where is primary instruction many home languages are present. Using Language ENvironment Analysis™ system as a tool, we quantitatively analysed an average 34 hours recordings collected over 5–8 days for each participating child (Mage 52 months) six classrooms. Results showed that, during typical day, DLLs spoke much EMs but received less adult talk overall had more 5-min segments with zero adult–child conversations than their EM peers. Follow-up analyses revealed that teachers generally talked when children initiated adults conversations, this pattern was particularly evident DLLs. Study implications future research discussed.