Growth Trajectories for Economically Marginalized Latinx Learners of English in Bilingual and ESL Programs

• In Event: Equitable Perspectives to Language and Growth Trajectories in Policy and Programs

Abstract

Researchers and practitioners seek to improve the educational experiences and outcomes of students who are economically marginalized and linguistically and racially minoritized, and to make sure these learners’ linguistic human rights are met. Language education programs (i.e., bilingual or ESL) are a potential avenue toward this goal; yet, the field needs further research on the long-term impact of such programs. This study used population-level cohort data (Grade 3 through Grade 10; 2012-2019) from Texas, focusing on students who are Latinx, economically disadvantaged, and learning English as an additional language (N=51,727). Hierarchical linear modeling of reading and language arts achievement demonstrates that Grade 3 participation in one- and especially two-way bilingual programs is associated with consistent positive outcomes into high school.

Author

• Jeanne Sinclair, Memorial University of Newfoundland
  Presenting Author