Presentation Title:
Using Reading Assessments to Examine Performance Trajectories of Elementary Latinx Bilingual Learners in Dual Language
Presentation Options: Onsite
Presentation Strand: Dual Language/Dual Immersion
Presentation Delivery Language: English
Description:
This research study examined if implementing a One-Way Dual Language Education Program resulted in positive outcomes on the reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. It investigated the impact the one-way DLE program may have on BLs reading assessment scores compared to other ELs in Texas. The study found that bilingual students in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to research supporting the effectiveness of DLE programs for Latinx bilingual learners.
Abstract:
Literacy development in emergent bilinguals involves an intricate process. Biliteracy is a goal of enrichment models of bilingual education with emphasis of learning to read with appropriate teaching and learning frameworks that emphasize heritage language instruction to accelerate the transfer of literacy to the second language. This study focused on using students’ heritage language to support bilingualism and biliteracy. This study examined the performance trajectory of Latinx bilingual students in a one-way dual language program on the state standardized reading assessment based on mean scale scores. The STAAR Reading average scale scores for BLs in the study were compared to the average scale scores of the Texas English Learners, students whose home language is not English, from 3rd grade to 5th grade. The results of the study demonstrate positive long-term outcomes even when the studied group of dual language BLs do not out score the average of all students in the state or the other second language learners in the state before fourth grade. The results showed that by fifth grade, the BLs in a one-way dual language program, where the students in the group were native Spanish speakers receiving instruction in both English and Spanish, outperformed the ELs in Texas. This is important information for educational stakeholders that make decisions on selecting the type of bilingual program to implement, especially for students that enroll in school with a home language other than English. These findings are critical for bilingual education, as dual language enrichment programs whose goals are bilingualism, biliteracy and biculturalism.
Presentation Types: Academic-50m
Target Audience: All
Primary Presenter's Telephone: (956)655-4062
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