Investigating Family Language Practices and Home Language Support in Bilingual Learners

• In Event: Marriott Roundtable Session 8
  In Roundtable Session: Home Language and Literacy Practices and Ideologies

Abstract

Drawing from research on family language policy (FLP) and on theories of bilingualism, this study investigates patterns of family language practices and the extent to which they are associated with gains in academic achievement in bilingual learners. A three-level hierarchical linear model with time representing the level-1 units (i.e., within-student effects), students representing the level-2 units (i.e., between-student and within-school effects), and schools representing the level-3 units (i.e., between-school effects) is conducted. Data for the study come from a nationally representative longitudinal sample of elementary school learners (5,361 students from 1,077 schools) coming from bilingual families. Findings illuminate the connections between patterns of language practices and academic attainment. Implications for teachers and administrators interested in supporting multilingual families are drawn.

Author

• Natalia Guzman, University of Maryland - College Park