Home and Preschool Predictors of Spanish and English Proficiencies of Latino Children of Immigrants

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Abstract

Latino dual language children often enter school with a wide range of proficiencies in Spanish and English. This study investigates the role of the home environment, family background, and preschool factors among 228 second-generation Latino children of immigrant and their effect on Spanish and English proficiencies during the early school years. Dual language proficiencies were assessed with the Woodcock Language Proficiency Battery at kindergarten and again in 2nd grade. ANOVAs evidenced differences in English and Spanish proficiencies across demographic profiles. In subsequent multiple regressions demographic factors significantly accounted for variance of English and Spanish at kindergarten and 2nd grade. While the effects were larger for English outcomes, differences in language proficiencies across groups were larger and more persistent for Spanish.

Authors

• Brian A. Collins, Hunter College - CUNY

• Claudio O. Toppelberg, Harvard University