Profiles of Language and Reading Experiences of Spanish-English Emergent Bilinguals in Dual Language Immersion Programs

• In Event: Heterogeneity in Multilingual Children: Language Skills and Experiences, Home Literacy Environment, and Learning Contexts

Abstract

Objectives and Purpose
This study aimed to identify latent subgroups of Spanish-English emergent bilingual (EB) children in Dual Language Immersion (DLI) contexts based on their language and reading experiences across home and school settings, and to examine whether these profiles related to differences in dual-language skills and English reading outcomes.

Theoretical Framework
Guided by Bronfenbrenner’s bioecological theory (Bronfenbrenner & Morris, 1998) and Vygotsky’s sociocultural theory (1978), the study conceptualized language and literacy development as situated within nested social contexts, shaped by interactions with peers, teachers, and families. Latent Profile Analysis (LPA) was employed as a person-centered statistical approach to uncover co-occurring patterns of language and reading experiences across individuals.

Methods and Modes of Inquiry
We conducted LPA to identify subgroups of EB children who shared similar patterns of language use and reading behaviors in English and Spanish. After identifying latent profiles, we used the Bock-Croon-Hagenaars (BCH) method to examine differences in language and reading outcomes across profiles, while controlling for grade level, sex, and school clustering.

Data Sources and Materials
Data were drawn from a multi-year dataset of 256 Grade 1 and Grade 3 EB children enrolled in Spanish-English DLI programs in the U.S. Measures included teacher-reported and child-reported surveys on language use and reading frequency in both languages. Children also completed standardized assessments of phonological awareness, vocabulary, morphological awareness, and syntactic awareness in English and Spanish. English decoding and reading comprehension were assessed.

Results and Substantiated Conclusions
LPA identified three profiles: (1) English-School Users, Spanish-Home Readers (28.13%), characterized by greater English use at school, more Spanish use at home, and higher Spanish reading engagement relative to English; (2) Even Users and Readers (59.77%), marked by balanced language use and reading across both languages; and (3) Dual Language Users, English Readers (12.11%), who used both languages equally but engaged more frequently in English reading. While language use was relatively consistent across profiles, reading engagement varied more substantially. Profile 2 significantly outperformed Profile 1 on English vocabulary, morphological awareness, syntactic awareness, and reading comprehension. Profile 2 also scored higher than Profile 3 in English morphological awareness. For Spanish outcomes, Profile 1 outperformed Profile 2 in vocabulary, while Profile 2 outperformed Profile 3 in morphological awareness. No significant differences were found in English phonological awareness or most Spanish skills. In terms of English reading outcomes, the only significant difference was that Profile 2 outperformed Profile 1 in reading comprehension.

Scholarly Significance
This study underscores the importance of recognizing diverse language and literacy practices among EB children, even within the same instructional setting. The use of LPA approach reveals meaningful subgroups that may be overlooked in variable-centered approaches. The three profiles demonstrate distinct patterns of language and literacy experiences. Balanced reading engagement in both languages was associated with stronger English language and literacy outcomes, suggesting that consistent bilingual reading experiences may support cross-linguistic transfer. Findings point to the potential benefits of promoting bilingual reading engagement to support EB children’s bilingual development and English reading outcomes.

Authors

• Becky H. Huang, The Ohio State University

• Ye Shen, Johns Hopkins University