The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study

• Autores: Ye Shen, Rui Wang, Fan Zhang, Christina Areizaga Barbieri, Adrian Pasquarella
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 25, Nº. 10, 2022, págs. 3773-3790
• Idioma: inglés
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• Resumen

  • The present study examined the effect of children’s enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI students based on students’ kindergarten reading performance and a series of student-, family-, and school-level characteristics. Growth curve models demonstrate that first-grade DLI enrollment had a positive effect on children’s English reading growth from Grade 1 to 5. Children who enrolled in DLI experienced greater improvements by Grade 5. We also found that first-grade teacher judgment was related to children’s initial reading performance but not their reading growth. Implications related to DLI programs, teacher practices, and bilingual educational policies are discussed.