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The Academic Achievement of Elementary Bilingual Learners: The Intersection of Home Language and English-Only Classrooms
Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Bilingual Education Research Paper and Symposium Sessions 2Abstract
This study investigates language use (frequency) and the association between this and English language proficiency and academic achievement for Latino bilingual students. Using a sample of 2,428 Latino bilingual students from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, multilevel models were employed to examine math scores in connection with English proficiency and parental language use. Drawing from family language policy and theories of bilingual education, this study found that parental engagement was most beneficial for Latino bilingual students when parents used Spanish (the home language) frequently and students were placed in English-only classes. This finding provides evidence of the phenomenon known as de facto bilingual education. Implications for teachers and administrators interested in supporting bilingual families are drawn.