Educational Trajectories of Latino English Language Learner Students in Dual-Language Programs (original) (raw)
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English language proficiency trajectories of Latino EL students in dual language programs
NABE Journal of Research and Practice, 2019
The purpose of this research is to examine the English language proficiency trajectories of 2,201 fourth-through eighth-grade Latino English learner (EL) students who differed by current English language proficiency and were enrolled in a dual language program. Results showed that (1) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (Fluent English Proficient > Advanced > Intermediate > Beginner) by upper, but not K/1 entry, grades and (2) examining students' trajectories shows the importance of bilingual, not just English, proficiency at school entry.
Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs
Bilingual Research Journal, 2005
Using data from a random sample of Latino students in California, tracked throughout their elementary and middle school years, this paper examines ways in which outcomes vary for students of similar language and socioeconomic background who are initially instructed in their native language in transitional bilingual programs. As the students made the transition to instruction in English, which took place for most students in the sample between Grades 2 and 4, all students experienced an abrupt decline in performance on standardized reading test scores in English. However, performance trajectories after transition took markedly different paths, with higher achievers returning to pre-transition rates of performance as lower achievers continued an achievement decline that began for many while still being instructed in Spanish. The paper also examines school factors potentially associated with variations in performance (school-wide reform and strong kindergarten program) for subsets of the sample.
Journal of Multilingual and Multicultural Development, 2011
This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools' websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of
Young Latino students’ English-reading growth in all-English classrooms
2008
The research questions were: a) Is the pattern of young Latino English-language learners’ reading growth (for Instructional Reading Level, Word and Sound Level features of reading, Comprehension, and Fluency) across two years the same as the pattern for monolingual native-English-speaking peers’ growth; and b) If the pattern of reading growth is the same, does one group outperform the other? One-hundred-twenty participants were assessed on a variety of reading and language measures at several time points. A series of repeated measures analyses of variance and covariance was conducted in stages, first examining effects in relation to students’ Instructional Reading Level growth, and then in relation to selected reading subprocess growth. Main conclusions were: 1) The Latino students’ Instructional Reading Level growth was similar to their monolingual peers’ growth, and 2) there were some differences between the two groups in selected reading subprocess growth patterns.
First-grade Latino students’ English-reading growth in all-English classrooms
2006
Two main questions were addressed in this study: (1) How does first- grade Latino English-language learners' growth in English instructional reading level and selected word-level reading subprocesses (ability to read words in isolation, phonemic awareness, and phonics) compare to their monolingual native-English-speaking peers' growth?; and (2) Does first-grade Latino English-language learners' English reading growth (instructional reading level and selected word-level reading subprocesses) vary according to their oral English language abilities? Participants were 47 students in two first-grade classrooms-28 were Latino English-language learners, and 19 were monolingual native- English speakers. At each of two points in time-mid-year and end-of- year-three reading measures were administered to all participants and an additional four oral-English measures were administered to the Latino participants. To address the first research question, repeated measures analyses of variance were performed, first using Instructional Reading Level as the dependent variable, then with follow-up analyses to examine growth in word-level sub-processes of reading. The second research question was addressed using repeated measures analyses of covariance. Main findings were that language status (Latino English learners versus monolingual native-English speakers) was not related to Instructional Reading growth or growth in word-level subprocesses of reading, and Overall English Oral Ability was not related to Instructional Reading Level growth, but was related to word-level reading sub-processes.
American Journal of Education, 2015
Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed. Although the United States has a long history of immigration from countries spanning the globe, the dramatic growth of Latino English learners (ELs) over the past 4 decades is well documented (García and Frede 2010; Krogstad and
Latino dual language children typically enter school with a wide range of proficiencies in Spanish and English, many with low proficiency in both languages, yet do make gains in one or both languages during their first school years. Dual language development is associated with how language is used at home and school, as well as the type of instructional program children receive at school. The present study investigates how changes in both Spanish and English proficiencies of Latino, second-generation immigrant children (n = 163) from kindergarten to second grade relate to instructional program type as well as language use at home and school. A series of MANCOVAs demonstrated significant dual language gains in children who were in bilingual classrooms and schools where Spanish was used among the teachers, students, and staff. Furthermore, only in classrooms where both Spanish and English were used did children reach age-appropriate levels of academic proficiency in both languages. Home language use was also significantly associated with dual language gains as was maternal Spanish vocabulary knowledge before controlling for maternal education. Educational implications and potential benefits associated with bilingualism are discussed.