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Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

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Bibliographic Details
Title: Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction
Language: English
Authors: Durán, Lillian (ORCID 0000-0003-4364-6445), Wackerle-Hollman, Alisha, Miranda, Alejandra, Chávez, Carlos, Pentimonti, Jill, Zyskind, Karen, Rodriguez, Michael C.
Source: Learning Disabilities Research & Practice. Aug 2022 37(3):175-188.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Spanish, English, Oral Language, Language Acquisition, Bilingual Students, Preschool Children, Language of Instruction, Child Language, Language Dominance
DOI: 10.1111/ldrp.12287
ISSN: 0938-8982
1540-5826
Abstract: Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351506
Database: ERIC
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Abstract:Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.
ISSN:0938-8982
1540-5826
DOI:10.1111/ldrp.12287