Title
Educational Trajectories of Latino English Language Learner Students in Dual-Language Programs
Document Type
Presentation
Publication Date
April 2017
Publication Title
American Educational Research Association Annual Meeting (AERA)
Keywords
Academic Outcomes, Bilingual/Bicultural, Hispanic Education
Abstract
The purpose of this research is to examine the language proficiency and reading achievement trajectories of 2201 fourth- through eighth-grade students who differed by English language proficiency and were enrolled in a dual language program. Results showed that: 1) students achieved average in Spanish reading achievement and at similar levels in English as their English mainstream ELL peers; 2) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (FEP>Advanced>Intermediate>Beginner) by upper, but not K/1 entry, grades; and 3) examining students’ trajectories shows the importance of Bilingual, not just English, proficiency at school entry and the impact of Spanish reading on English reading in grades 3 and 5-8.
Recommended Citation
Kathryn Lindholm-Leary. "Educational Trajectories of Latino English Language Learner Students in Dual-Language Programs" American Educational Research Association Annual Meeting (AERA) (2017).
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons
Comments
Paper presented as part of session: Dual-Language Education.
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