Factors That Differentiate High-Achieving and Low-Achieving Language Minority Students in a Middle-School Two-Way Immersion Program

• In Event: Dual Language Instruction Research and Perspective

Abstract

This study, using an exploratory mixed methods design, examined how seventh grade language minority high-achieving students in a two-way immersion program differ from low-achieving students on several factors, including academic engagement, English and Spanish oral language proficiency at school entry, current language proficiency, language arts achievement, ability, and background factors such as SES, gender, and age. The results indicate that the high-achieving students had higher levels of academic engagement, were more likely to be orally proficient in at least one language at school entry, had a higher SES level, and were more likely to be female. The results indicate instructional strategies such as working in groups and structured review of information are essential to increasing students’ academic engagement and achievement.

Author

• Mary Howland, University of San Francisco