Biliteracy and the Educational Achievement of Latino High School Students

Abstract

As children of immigrants have an increased presence in U.S. school systems, a growing literature has begun to uncover the relationship between their language proficiencies and educational development. Little research has focused specifically on English-speaking Latinos/as, who make up the bulk of the Latino/a population, and the impact that Spanish maintenance might have on their educational outcomes. This research addresses the relationship between Spanish maintenance and academic achievement for Latino/a high school students who possess high levels of English proficiency. The findings reveal that biliteracy --the ability to read and write in both English and Spanish-- is associated with significantly higher achievement test scores in math and reading compared to English monolingualism. Oral proficiency in Spanish (without literacy), whether substantial or limited, appears to neither benefit nor hinder the academic achievement of English-speaking Latinos/as.

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