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Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.

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Title: Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.
Authors: Hiebert, Lindsey1 lindsey.hiebert@nau.edu, Rojas, Raúl2, Iglesias, Aquiles3
Source: Language, Speech & Hearing Services in Schools. Jul2025, Vol. 56 Issue 3, p807-822. 16p.
Subject Terms: *Comparative grammar, *Phonological awareness, *Longitudinal method, *Language disorders, *Language acquisition, *Educational attainment, Multilingualism in children, Statistical models, Research funding, Diagnostic errors, Descriptive statistics, Health outcome assessment, Data analysis software
Abstract: Purpose: This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish--English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined. Method: Narrative retell language samples from 90 typically developing Spanish--English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (n = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level. Results: The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants. Conclusions: A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment. Supplemental Material: https://doi.org/10.23641/asha.29202743 [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.
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  Data: <searchLink fieldCode="AR" term="%22Hiebert%2C+Lindsey%22">Hiebert, Lindsey</searchLink><relatesTo>1</relatesTo><i> lindsey.hiebert@nau.edu</i><br /><searchLink fieldCode="AR" term="%22Rojas%2C+Raúl%22">Rojas, Raúl</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Iglesias%2C+Aquiles%22">Iglesias, Aquiles</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2025, Vol. 56 Issue 3, p807-822. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism+in+children%22">Multilingualism in children</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+models%22">Statistical models</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+errors%22">Diagnostic errors</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Health+outcome+assessment%22">Health outcome assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish--English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined. Method: Narrative retell language samples from 90 typically developing Spanish--English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (n = 45) were matched to primarily Spanish-instructed participants by age, gender, maternal level of education, and family income level. Results: The estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants. Conclusions: A wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment. Supplemental Material: https://doi.org/10.23641/asha.29202743 [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186696967
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00120
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      – Code: eng
        Text: English
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        PageCount: 16
        StartPage: 807
    Subjects:
      – SubjectFull: Comparative grammar
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Multilingualism in children
        Type: general
      – SubjectFull: Statistical models
        Type: general
      – SubjectFull: Research funding
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      – SubjectFull: Diagnostic errors
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      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Health outcome assessment
        Type: general
      – SubjectFull: Data analysis software
        Type: general
    Titles:
      – TitleFull: Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.
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            NameFull: Hiebert, Lindsey
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            – D: 01
              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
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