Latino Children of Immigrants: Dual Language Development and the Effect of Instructional Program Type and Home and School Factors

• In Event: Roundtable Session 111
  In Roundtable Session: Family and Community-Based Resources for Language and Literacy

Abstract

This study investigates the moderating effect of types of instructional programs on change in dual language competences over the early school years. English and Spanish language competences of Latino children of immigrants (N=163) were directly assessed (WLPB-R) at kindergarten and second grade. Teachers reported on types of instructional programs. A two-way within subject analysis demonstrated significant changes in both English and Spanish language competences from kindergarten to second grade. The interaction of types of instructional programs accounted for significant differences in the changes of L1/L2 competences. The effects of other home and school factors were also considered. Bilingual instruction, compared to all other programs types, was associated with the biggest gains in English as well as in Spanish competences.

Author

• Brian A. Collins, Hunter College - CUNY