Date of Award
4-20-2025
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Education with Emphasis in English as a Second Language
Capstone Instructor
Dr. Kelly Sadlovsky
Second Reader
Meagan Reissy
Keywords
dual language learners (DLL), play-based learning, social-emotional, identity
Abstract
Students who speak a first language other than English often enter classrooms with educators who may not know how to support second language (L2) development. Even more so, there is little research about L2 development and the social and emotional factors that foster language growth for English language learners (ELL) as it pertains to early childhood. Through quantitative, qualitative, and mixed-method studies, research was synthesized to give early childhood educators the necessary insight into factors that foster positive social and emotional growth for these dual language learners’ (DLL) L2 acquisition. Studies suggested that young students benefited from play-based learning environments and may show academic growth benefits as a result of social connection with others (Cekaite & Simonsson, 2023). These studies showed positive results for environments that helped DLLs bilingually bridge between a first language (L1) and an L2. Additional findings suggest connecting students’ culture to the classroom, through family partnership and culturally relevant learning environments, may be attributed to fostering positive student identity while also providing the benefits of language growth and social and emotional support (García-Alvarado et al., 2022). The research suggested the importance of social learning environments for DLLs, which may create a stronger connection between learning an L2 and student well-being and overall development (Winsler et al., 2014). With this knowledge, DLLs’ social and emotional development skills will thrive in environments where L2 acquisition can occur naturally through learning.
Keywords: dual language learners (DLL), play-based learning, social-emotional, identity