Dual Language Proficiency and Executive Functioning Predictors of Academic Outcomes in Latino Children of Immigrants

• In Event: 33.029 - Correlates of Academic Achievement

Abstract

Children of immigrants comprise close to one-quarter of the U.S. child population, the majority are Latino and live in Spanish-speaking homes. Today’s schools have an increasing number of students who are still developing language skills in Spanish, while at the same time learning how to speak, read and write in English. The present study investigates the relationship of dual language proficiencies and executive functioning among Latino children of immigrants and their effect on academic outcomes. Multiple regression analyses are conducted using data from 228 children of Latino children of immigrants to predict changes in academic outcomes between kindergarten and second grade. Findings hold potential to inform educational practices and interventions that support dual language development linked to promoting academic achievement.

Author

• Brian A. Collins, Hunter College - CUNY