Dual language profiles of Latino children of immigrants: Stability and change over the early school years

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Author
Author
Collins, Brian A.; O'Connor, Erin E.; Suarez-Orozco, Carola; Nieto-Castanon, Alfonso; Toppelberg, Claudio O.
Journal
Applied Psycholinguistics
Details
Resource Type
Journal
Acquisition Number
BE026060
Published Date
08-10-2016 3:54 PM
Published Year
2014
Number of Pages
40
Language(s)
Subscription Only
No
Abstract
Dual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency BatteriesRevised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups.
Topics
Home Environment and Language Practices
Family and Community Involvement
English Learners
English Learners
Dual Language Programs