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Niehaus, Kate; Adelson, Jill L.; Sejuit, Aubrey; Zheng, Jiali – Applied Developmental Science, 2017
This study examined the extent to which socioemotional well-being mediated the relationship between language status and achievement, while exploring variability in this relationship based on informant (student versus teacher reports of socioemotional problems) and native language background (Spanish-speaking English language learners [ELLs] versus…
Descriptors: Native Language, Academic Achievement, Well Being, Children
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Tedick, Diane J.; Young, Amy I. – Applied Linguistics, 2016
Two-way immersion (TWI) programs in the US are not reaching their minority language learning potential. While English home language (EHL) students develop functional proficiency, their minority language (e.g., Spanish) remains grammatically inaccurate. Spanish home language (SHL) students may also develop non-native-like aspects. Scholars suggest…
Descriptors: Elementary School Students, Immersion Programs, Grammar, Second Language Learning
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de Zarobe, Yolanda Ruiz; Zenotz, Victoria – Language Learning Journal, 2015
Content and Language Integrated Learning (CLIL) is a multifaceted educational approach which has emerged as a major innovation in improving language learning and subject learning in the curriculum. In order to analyse the effect of this approach, a number of studies (Dalton Puffer, C., T. Nikula and U. Smit, eds. 2010. "Language Use and…
Descriptors: Foreign Countries, Reading Strategies, Second Language Learning, Second Language Instruction
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Menke, Mandy R. – Hispania, 2015
Language immersion students' lexical, syntactic, and pragmatic competencies are well documented, yet their phonological skill has remained relatively unexplored. This study investigates the Spanish vowel productions of a cross-sectional sample of 35 one-way Spanish immersion students. Learner productions were analyzed acoustically and compared to…
Descriptors: Acoustics, Vowels, Elementary School Students, Spanish
Blackford, Kelli; Olmstead, Gwen; Stegman, Charles – Online Submission, 2012
Student achievement in literacy and mathematics for students involved in a Spanish language program at a large and diverse school district in Arkansas, were compared to peers' scores who did not participate in the program. The program was implemented to enroll native English speaking students in a Spanish enrichment program (SEP) with the intent…
Descriptors: Enrichment Activities, Statistical Analysis, Spanish, Second Language Learning
Hollingsworth, Lindsay Kay – ProQuest LLC, 2013
This quantitative, causal-comparative study examined the possible cause and effect relationship between educational programming, specifically one-way Spanish immersion and traditional English-only, and native English-speaking fifth graders' vocabulary and reading comprehension. Archival data was used to examine students' reading achievement as…
Descriptors: Spanish, Immersion Programs, Second Language Learning, Multivariate Analysis
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Block, Nicholas C. – International Journal of Bilingual Education and Bilingualism, 2012
This study examined how participation of Latino students in two-way dual immersion versus mainstream programs might have impacted students' relationships with Spanish-speaking adults, thus affecting contexts for students to develop resiliency. Participants were parents of 90 fifth- and sixth-grade students (initially English proficient [EP] as…
Descriptors: Immersion Programs, Second Language Learning, Statistical Analysis, Spanish Speaking
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Sparks, Richard L; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James – Annals of Dyslexia, 2006
Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in…
Descriptors: Written Language, Intervals, Cognitive Ability, Oral Language