Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.

ABSTRACT:

Purpose

This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.

Method

Narrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (n = 45) were matched to primarily Spanish

SUBMITTER: Hiebert L 

PROVIDER: S-EPMC12307105 | biostudies-literature | 2025 Jul

REPOSITORIES: biostudies-literature