Academic Performance of First Graders in a Dual-Language Immersion Program: Roles of Self-Concept and Gender

• In Event: Identity Development in Bilingual and Dual-Language Settings

Abstract

This study aims to examine the self-concept of first graders in a Spanish-English dual language immersion (DLI) program to understand its relationship with academic performance compared with peers in English medium instruction (EMI), as well as the role played by gender. Students’ self-concept was measured at first grade and academic performance was tested in English from first grade to fifth grade. Results suggest a program difference in perceived Spanish competencies after just one year of immersion, and school attitude was positively related to reading performance. However, greater perceived Spanish competence at first grade was related to lower writing and mathematics performances in English over time. These relationships were also moderated by gender.

Authors

• Yawen Yu, University of California, Los Angeles

• Alison L. Bailey, University of California - Los Angeles

• Rashmita Mistry, University of California - Los Angeles