Dual Language Proficiency as Predictor of Academic and Behavioral Outcomes of Latino Children of Immigrants

• In Event: Poster Session 7
  In Poster Session: Human Development 1

Abstract

Latino children of immigrants are the largest and fastest-growing school age minority group in the U.S. Given this growing presence it is important to identify factors in the early school years associated with their school success. Research has demonstrated the important role of children’s dual language abilities in their adaptation at school. This study investigates Spanish and English proficiencies of 227 Latino children of immigrants’ during the early school years. Analyses of longitudinal data from school records (K-6) in addition to data collected through direct language assessments demonstrate Spanish and English proficiency significantly predict later academic and behavioral outcomes. These findings hold the potential to better inform educational practices and interventions that support behavioral well-being and promote academic achievement.

Authors

• Brian A. Collins, Hunter College - CUNY

• Claudio O. Toppelberg, Harvard University