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Elizabeth D. Peña; Lisa M. Bedore; Alejandro Granados Vargas – Journal of Speech, Language, and Hearing Research, 2023
Purpose: Bilingual children are both over- and under-identified with developmental language disorder (DLD). We propose that this may be a function of monolingual approaches that fail to consider the dynamic nature of bilingualism as well as assumptions of bilingual delay. We explored the extent to which bilingual children with and without DLD…
Descriptors: Bilingual Students, Delayed Speech, Language Impairments, Developmental Disabilities
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Wackerle-Hollman, Alisha; Durán, Lillian; Miranda, Alejandra; Chávez, Carlos; Rodriguez, Michael; Medina Morales, Norma – School Psychology Review, 2022
Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313…
Descriptors: Spanish Speaking, Bilingual Students, Preschool Children, Spanish
Wackerle-Hollman, Alisha; Durán, Lillian; Miranda, Alejandra; Chavez, Carlos; Rodriguez, Michael; Medina Morales, Norma – Grantee Submission, 2021
Multitiered systems of support hold promise for dual language learners when culturally and linguistically responsive practices guide instruction. We modeled growth on Spanish and English early literacy skills and examined the role of language exposure and use at the individual and classroom instruction level in a group of 313…
Descriptors: Spanish Speaking, Bilingual Students, Preschool Children, Spanish
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Carla Kekejian; Robert Kraemer; Chelsea Sommer; Molly Mcfadden; Chih-Ching Yeh – Journal of Latinos and Education, 2024
The amount of language input bilingual children receive influences their language acquisition. This three-year quasi-longitudinal study determined the extent home language input influences measures of expressive and receptive English vocabulary among Spanish-English school-age bilingual children. The study also determined whether a relationship…
Descriptors: Bilingualism, Family Environment, Educational Environment, Language Usage
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Jennifer L. Steele; Johanna Watzinger-Tharp; Robert O. Slater; Gregg Roberts; Karl Bowman – Grantee Submission, 2024
The rising demand for dual-language immersion (DLI) programs, which offer core instruction in two languages from early grades onward, has raised questions about program design and access. We leverage the rapid expansion of DLI schools across the U.S. state of Utah to estimate effects of DLI program availability on the academic achievement of…
Descriptors: Immersion Programs, Bilingual Education Programs, Educational Benefits, Second Language Learning
J. Eric Campbell – ProQuest LLC, 2022
Emergent bilingual (EB) students are a growing population in the U.S. school system currently comprising over 10% of the total population. U.S. school districts have educated EB students using a myriad of practices, including dual language immersion (DLI). Many studies have looked at the academic achievement of native-Spanish speaking EB students,…
Descriptors: Grade Point Average, Bilingual Education Programs, Academic Achievement, English (Second Language)
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Landes-Lee, Jill; Watzinger-Tharp, Johanna – Foreign Language Annals, 2023
Students who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Advanced Courses
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Freire, Juan A.; Delavan, M. Garrett; Valdez, Verónica E. – International Journal of Bilingual Education and Bilingualism, 2022
Bilingual education--chiefly the subcategory of dual language bilingual education--has been undergoing a pattern where the interests of language-minoritized communities have in several contexts been pushed out of the way. One aspect of this gentrification process has been the "fiftyfication" of dual language bilingual education policy,…
Descriptors: Activism, Bilingual Schools, Bilingual Education, Educational Policy
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Natalia Palacios; Natalie L. Bohlmann; Bethany A. Bell; Min Hyun Oh; Yitong Yue – AERA Open, 2024
Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ…
Descriptors: Bilingual Education Programs, Outcomes of Education, English (Second Language), Second Language Learning
Halverson, Erica; Martin, Caitlin; Bryant, Jalessa; Norman, Katherine; Probst, Caleb; Richards, Stephanie; Saplan, Kailea; Stoiber, Andy; Tunstall, Jonathan – Wisconsin Center for Education Research, 2023
A wealth of literature shows positive outcomes and experiences from arts learning, yet youth access to arts education has become significantly more inequitable over the past 30 years. Alongside the growing discourse around arts learning and equity issues, there is a recognized and persistent need for more research. We conducted a critical,…
Descriptors: Art Education, After School Programs, Access to Education, Equal Education
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Schnur, Erin; Rubio, Fernando – Language Learning & Technology, 2021
Using the 2.4-million-word written Spanish subsection of the Corpus of Utah Dual Language Immersion, collected from a large-scale standardized writing assessment of K-12 Spanish second language (L2) students, this study focuses on lexical complexity as operationalized by three measures: lexical diversity, lexical density, and lexical…
Descriptors: Spanish, Immersion Programs, Computational Linguistics, Bilingual Education Programs
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Freire, Juan A.; Alemán, Enrique, Jr. – Bilingual Research Journal, 2021
With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers,…
Descriptors: Bilingual Education Programs, Elementary School Students, Social Differences, Educational Resources