Equity in Representing Literacy Growth in Dual-Language Bilingual Education for Emergent Bilingual Students

• In Event: Biliteracy Development and Multimodalities for Emergent Bilinguals

Abstract

Dual language research has almost exclusively focused on English outcomes. This longitudinal study examines outcomes in the two program languages in order to provide a more complete and equitable representation of students’ biliteracy development. Results of the three-level linear growth model estimated on Spanish and English grade 3-5 reading scale scores show that the average performance of ever ELs (former and current ELs) and never ELs in Spanish and English was statistically significantly different in all three grades, favoring ever ELs in Spanish and never ELs in English. While both groups made progress in reading achievement in both languages over time, the difference in growth rate between the two groups was only statistically significant in Spanish, favoring never ELs.

Authors

• Igone Arteagoitia, Center for Applied Linguistics

• Shu Jing S. Yen, Center for Applied Linguistics