English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs

Fuhui Tong · Beverly J. Irby · Rafael Lara‐Alecio · Patricia G. Mathes

38 citations0/0 files storedHispanic Journal of Behavioral Sciences

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Multilingual Education and Policy Reading and Literacy Development Second Language Learning and Teaching

Abstract

The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program ( n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program ( n = 187) in terms of students' language and literacy acquisition from kindergarten to second grade in an urban school district in southeastern Texas. The findings revealed significant differences ( p values < .05) in favor of DBE students on (a) English measures of oral language, preliteracy skills, and reading fluency and comprehension (effect sizes of .12 to .71) and (b) Spanish measures of letter name and sound, preliteracy skills, and reading comprehension (effect sizes of .19 to .38). It was concluded that quality English instruction that incorporates direct and focused instruction, context-embedded vocabulary learning, and ongoing professional training in DBE programs is much needed to promote bilingualism and biliteracy.

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References

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2012Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades 2014Integrating Literacy and Science for English Language Learners: From Learning-to-Read to Reading-to-Learn 2021Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review 2009Research-Based Techniques for Teaching Early Reading Skills to Students with Intellectual Disabilities

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