Native Language Instruction and Student Achievement for Elementary Language Minority Students

• In Event: Early Literacy/Biliteracy Instruction for Early Emergent Bilinguals

Abstract

This study examines the relationship between kindergarten native language instruction and fifth grade reading, mathematics, and working memory measures for language minority students. As bilingual education has shown long-term advantages (Baker et al., 2016), this study further considers the specific role of native language instruction. Regression models were estimated with data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, and socioeconomic status, gender, race/ethnicity, and baseline performance were controlled. Results indicated that native language instruction was not related to language minority student performance. Baseline performance consistently predicted later performance, and socioeconomic status positively related to reading and mathematics achievement. Findings suggest that over time, students performed similarly on English measures regardless of language of instruction at school entry.

Author

• Angela Klinger, Notre Dame of Maryland University