language and literacy in bilingual children: the miami experience rebecca e. eilers d. kimbrough...
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Language and Literacy in Language and Literacy in Bilingual Children: The Bilingual Children: The
Miami ExperienceMiami Experience
Rebecca E. EilersRebecca E. EilersD. Kimbrough OllerD. Kimbrough Oller
Alan Cobo-LewisAlan Cobo-LewisVirginia Mueller GathercoleVirginia Mueller Gathercole
Barbara Zurer PearsonBarbara Zurer Pearson
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PrefacePreface
Multilingualism is a global Multilingualism is a global phenomenon.phenomenon.
English monolingualism in the US is English monolingualism in the US is an anomaly.an anomaly.
English has become increasingly a English has become increasingly a ““lingua francalingua franca”.”.
Yet Americans fear “balkanization” Yet Americans fear “balkanization” from exposure to many native from exposure to many native tongues.tongues.
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The Question!The Question!
The debate in the US is often framed in The debate in the US is often framed in terms of educational outcome.terms of educational outcome.
The claim is that bilingualism contributes The claim is that bilingualism contributes to academic/intellectual deficits.to academic/intellectual deficits.
The question is: 1. Does bilingualism, in The question is: 1. Does bilingualism, in and of itself, cause intellectual or and of itself, cause intellectual or educational harm and 2. How do we educational harm and 2. How do we appropriately isolate and assess the appropriately isolate and assess the effects of bilingualism?effects of bilingualism?
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The Control of Appropriate The Control of Appropriate VariablesVariables
Socio-economic statusSocio-economic status Assessment in home language as well as Assessment in home language as well as
EnglishEnglish Educational opportunities in each Educational opportunities in each
languagelanguage Language entry skills in each languageLanguage entry skills in each language Timing and duration of exposure to each Timing and duration of exposure to each
languagelanguage Perceived status of each languagePerceived status of each language
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Why Miami?Why Miami?
Single unified school districtSingle unified school district Multiple strategies across schools for Multiple strategies across schools for
language learninglanguage learning Large number of established, highly- Large number of established, highly-
integrated, Hi SES, Spanish-speaking integrated, Hi SES, Spanish-speaking and bilingual familiesand bilingual families
Significant commerce in both English Significant commerce in both English and Spanish and Spanish
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The HypothesesThe Hypotheses
Additive (Lambert)Additive (Lambert) Subtractive (Lambert)Subtractive (Lambert) Interdependence (Cummins)Interdependence (Cummins) The Grand InteractionThe Grand Interaction
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TerminologyTerminology
LEP—Limited English ProficiencyLEP—Limited English Proficiency SES—Socio-economic statusSES—Socio-economic status LSH—Language spoken in the homeLSH—Language spoken in the home
• OSH—Only Spanish at homeOSH—Only Spanish at home• ESH—English and Spanish at homeESH—English and Spanish at home• EnglishEnglish
IMS—Instructional method at schoolIMS—Instructional method at school• 2-way– Spanish and English Instruction2-way– Spanish and English Instruction• EI—English immersionEI—English immersion
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The Core DesignThe Core Design
Monolinguals BilingualsMonolinguals Bilinguals
Hi Lo
English Immersion Two-Way
ESH OSH ESH OSH
SES
Hi Lo Hi Lo Hi Lo Hi Lo
Replicated at Kindergarten, 2nd and 5th Grades
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Probe StudiesProbe Studies
Narrative competenceNarrative competence Complex syntaxComplex syntax Phonological awarenessPhonological awareness
Utilizing subsets of the study Utilizing subsets of the study population—Total N=952population—Total N=952
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Goals of Deep Description in Miami Goals of Deep Description in Miami SchoolsSchools
1. Verify that language usage of 1. Verify that language usage of teachers complies with educational teachers complies with educational designdesign
2. Document language usage of 2. Document language usage of children in classrooms and non-children in classrooms and non-instructional environmentsinstructional environments
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Methods of Deep DescriptionMethods of Deep Description
Bilingual observersBilingual observers In the classrooms and hallwaysIn the classrooms and hallways Between 25 and 50 observation per Between 25 and 50 observation per
design categorydesign category Census data for school districts and Census data for school districts and
schoolsschools
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School MatchingSchool Matching
% % HispanicHispanic
%LEP%LEPFTE/ FTE/ childchild
SAT SAT Math Math scorescore
2-Way 2-Way SchoolsSchools
92.592.5 38.538.5 3.53.5 6767
EIEI 93.793.7 36.736.7 3.63.6 6868
Mono.Mono. 4040 12.712.7 3.43.4 6565
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Immigration Demographics of Immigration Demographics of ParentsParents
Mother’s and father’s educational Mother’s and father’s educational attainmentattainment
OccupationOccupation Languages spoken at homeLanguages spoken at home Number of bedrooms in homeNumber of bedrooms in home Home ownershipHome ownership Country of originCountry of origin Age at immigrationAge at immigration
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Summary of Classroom Language Summary of Classroom Language DataData
Teachers to students: Teachers Teachers to students: Teachers overwhelmingly complied with overwhelmingly complied with classroom design, i.e., Spanish was classroom design, i.e., Spanish was spoken in 2-way schools during spoken in 2-way schools during instruction in Spanish; English was instruction in Spanish; English was spoken in IE classrooms and the spoken in IE classrooms and the English portion of 2-way education to English portion of 2-way education to both classes and individual children.both classes and individual children.
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Summary of Classroom Language Summary of Classroom Language DataData
Students spoke to teachers in the Students spoke to teachers in the appropriate language in the overwhelming appropriate language in the overwhelming majority of cases.majority of cases.
Students addressed students in the Students addressed students in the appropriate classroom language except in: appropriate classroom language except in:
a. 2-way Spanish classesa. 2-way Spanish classes
b. 2-way English and EI b. 2-way English and EI kindergartenkindergarten
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Fathers years of schoolingFathers years of schoolingSESSES LSHLSH Father (x) SDFather (x) SD
EnglishEnglish
ImmersionImmersion
BilingualsBilinguals
HiHi OSHOSH 14.11 2.8414.11 2.84
ESHESH 14.51 2.6814.51 2.68
LoLo OSHOSH 10.46 3.6810.46 3.68
ESHESH 12.01 1.5112.01 1.51
2-way2-way
BilingualsBilingualsHiHi OSHOSH 15.52 2.7815.52 2.78
ESHESH 14.49 2.5914.49 2.59
LoLo OSHOSH 11.14 3.5111.14 3.51
ESHESH 12.06 2.2112.06 2.21
Monoling-Monoling-ualsuals
HiHi Eng.Eng. 15.61 2.8115.61 2.81
LoLo Eng.Eng. 12.38 2.1012.38 2.10
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Age Children Began English AcquisitionAge Children Began English Acquisition
Educational Educational MethodMethod
EnglishEnglish
SESSES LSHLSH meanmean SDSD
EnglishEnglish
ImmersionImmersion
BilingualsBilinguals
HiHi OSHOSH 3.753.75 1.231.23
ESHESH 1.231.23 1.281.28
LoLo OSHOSH 3.903.90 1.551.55
ESHESH 1.341.34 1.231.23
2-way 2-way
BilingualsBilinguals
HiHi OSHOSH 3.333.33 1.441.44
ESHESH 1.171.17 1.341.34
LoLo OSHOSH 4.394.39 1.251.25
ESHESH 1.241.24 1.261.26
MonolingualsMonolingualsHiHi Eng.Eng. 0.080.08 0.270.27
LoLo Eng.Eng. o.48o.48 0.720.72
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Mother’s Language ProficiencyMother’s Language ProficiencyEducational Educational
MethodMethodEnglishEnglish SpanishSpanish
SESSES LSHLSH meanmean SDSD meanmean SDSD
EnglishEnglish
ImmersionImmersion
BilingualsBilinguals
HiHi OSHOSH 2.652.65 0.550.55 2.872.87 0.340.34
ESHESH 2.912.91 0.320.32 2.722.72 0.500.50
LoLo OSHOSH 1.431.43 0.680.68 2.792.79 0.410.41
ESHESH 2.802.80 0.460.46 2.702.70 0.540.54
2-way 2-way
BilingualsBilinguals
HiHi OSHOSH 2.352.35 0.730.73 2.952.95 0.220.22
ESHESH 2.792.79 0.490.49 2.812.81 0.400.40
LoLo OSHOSH 1.401.40 0.650.65 2.782.78 0.440.44
ESHESH 2.702.70 0.490.49 2.672.67 0.570.57
MonolingualsMonolingualsHiHi Eng.Eng. 2.992.99 0.080.08 1.221.22 0.490.49
LoLo Eng.Eng. 2.972.97 0.170.17 1.171.17 0.440.44
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What we have achievedWhat we have achieved All children born in USAll children born in US Two distinctly different educational models Two distinctly different educational models
(EI and 2-way) in otherwise matched (EI and 2-way) in otherwise matched schoolsschools
A clean separation between socioeconomic A clean separation between socioeconomic status with both OSH and ESH families status with both OSH and ESH families represented at each level of SES and in represented at each level of SES and in each school typeeach school type
A balanced design with respect to A balanced design with respect to languages spoken at homelanguages spoken at home
A matched monolingual groupA matched monolingual group
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Performance on Performance on Standardized English- and Standardized English- and Spanish-language Tests for Spanish-language Tests for Monolingual and Bilingual Monolingual and Bilingual
StudentsStudents
Alan Cobo-LewisAlan Cobo-LewisUniversity of MaineUniversity of Maine
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9 Standardized English- and 9 Standardized English- and Spanish-language TestsSpanish-language Tests
(Woodcock Johnson, 1989, 1991; Woodcock-Munoz, 1995(Woodcock Johnson, 1989, 1991; Woodcock-Munoz, 1995
Oral LanguageOral LanguagePicture Vocabulary, Oral Vocabulary, Picture Vocabulary, Oral Vocabulary,
Verbal Analogies + PPVT/TVIPVerbal Analogies + PPVT/TVIP
LiteracyLiteracyWord Attack, Letter-Word, Passage Word Attack, Letter-Word, Passage Composition, Proofing, DictationComposition, Proofing, Dictation
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The Group Mean Results inThe Group Mean Results inEnglishEnglish
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High-SES children outperform low-SES children, especially in oral language.
TestW
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r–W
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Passa
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Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
70
80
90
100
110 low SEShigh SES
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Monolinguals outperform bilinguals, especially in oral language.
TestW
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Attack
Lette
r–W
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Passa
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Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
70
80
90
100
110 MonlingualsBilinguals
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Word Attack70
80
90
100
110
Letter–Word70
80
90
100
110
Passage Comp
Sta
ndar
d S
core
70
80
90
100
110
Proofreading70
80
90
100
110
Dictation
K 2nd 5th
70
80
90
100
110
Picture Vocab
Verbal Analogies
Oral Vocabulary
PPVT
K 2nd 5th
Grade
BilingualsMonolinguals
As they get older, bilinguals start to catch up with monolinguals in the tests where they show the biggest deficits (Picture Vocab and Peabody Picture Vocab Test).
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TestW
ord
Attack
Lette
r–W
ord
Passa
ge C
omp
Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
70
80
90
100
110 Monolinguals1-Way Bilinguals2-Way Bilinguals
Bilinguals in Eng Imm schools outperform those inBilinguals in Eng Imm schools outperform those in2-way schools in oral lg2-way schools in oral lg
Bilinguals in 2-way schools do at least as well as those in Bilinguals in 2-way schools do at least as well as those in Eng Imm schools (and about as well as monolinguals) in Eng Imm schools (and about as well as monolinguals) in elementary reading tasks (Word Attack and Letter–Word)elementary reading tasks (Word Attack and Letter–Word)
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As they get older, bilinguals in 2-way education programs tend to catch up with bilinguals in Eng Imm education programs (except for Picture Vocab).
Word Attack70
80
90
100
110
Letter–Word70
80
90
100
110
Passage Comp
Sta
ndar
d S
core
70
80
90
100
110
Proofreading70
80
90
100
110
Dictation
K 2nd 5th
70
80
90
100
110
Picture Vocab
Verbal Analogies
Oral Vocabulary
PPVT
K 2nd 5th
Grade
1-way Bilinguals
2-way Bilinguals
Monolinguals
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Bilinguals who speak English & Spanish at home Bilinguals who speak English & Spanish at home outperform those who speak only Spanish at home, outperform those who speak only Spanish at home,
especially in oral languageespecially in oral language
TestW
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Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
70
80
90
100
110 MonolingualsBilinguals: Eng & SpBilinguals: Sp only
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As they get older, bilinguals who speak only Spanish at home start to catch up with bilinguals who speak English & Spanish at home in the tests where they show the biggest deficits (Picture Vocab and Peabody Picture Vocab Test).
Word Attack70
80
90
100
110
Letter–Word70
80
90
100
110
Passage Comp
Sta
ndar
d S
core
70
80
90
100
110
Proofreading70
80
90
100
110
Dictation
K 2nd 5th
70
80
90
100
110
Picture Vocab
Verbal Analogies
Oral Vocabulary
PPVT
K 2nd 5th
Grade
Bilinguals: Eng & Span
Bilinguals: Span only
Monolinguals
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Summary of theSummary of theGroup Mean Results in EnglishGroup Mean Results in English
Outside-of-school influences—SES, “linguality” Outside-of-school influences—SES, “linguality” (monolinguals vs bilinguals), and language (monolinguals vs bilinguals), and language spoken at home—have their largest effects in oral spoken at home—have their largest effects in oral lg.lg.
Outside-of-school influences other than SES wane Outside-of-school influences other than SES wane as children grow older.as children grow older.
Bilinguals in Eng Imm schools outperform those in Bilinguals in Eng Imm schools outperform those in 2-way schools in oral lg, but those in 2-way 2-way schools in oral lg, but those in 2-way schools outperform those in Eng Imm schools in schools outperform those in Eng Imm schools in elementary reading tasks. elementary reading tasks. Learning to read in Learning to read in Spanish may help students’ general reading skills Spanish may help students’ general reading skills regardless of language being tested regardless of language being tested (more on this (more on this later).later).
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The Group Mean Results in The Group Mean Results in SpanishSpanish
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Children who speak only Spanish at home outperform those who speak English & Spanish
at home, especially in oral lg.
TestW
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Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
60
70
80
90
100
110 Eng & Sp at homeonly Sp at home
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High-SES children outperform low-SES children, but not in oral language.
TestW
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Attack
Lette
r–W
ord
Passa
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Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
60
70
80
90
100
110 low SEShigh SES
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Children in 2-way schools outperform those in Eng Imm schools, especially in elementary
reading (Word Attack & Letter–Word).
TestW
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Attack
Lette
r–W
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Passa
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Proof
Dict
Pict V
ocab
Verb
Analog
Oral V
ocab
PPVT
Sta
ndar
d S
core
60
70
80
90
100
110 1-way2-way
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Children in Eng Imm and 2-way schools perform very similarly in Kindergarten. Dramatic differences emerge later.
Word Attack60708090
100110120130
Letter–Word60708090
100110120130
Passage Comp
Sta
ndar
d S
core
60708090
100110120130
Proofreading60708090
100110120130
Dictation
K 2nd 5th
60708090
100110120130
Picture Vocab
Verbal Analogies
Oral Vocabulary
PPVT
K 2nd 5th
Grade
2-way1-way
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Summary of theSummary of theGroup Mean Results in SpanishGroup Mean Results in Spanish
SES effects were more straightforward in English SES effects were more straightforward in English tests than in Spanish tests, where low-SES tests than in Spanish tests, where low-SES bilinguals sometimes outperformed high-SES bilinguals sometimes outperformed high-SES bilinguals.bilinguals.
Language spoken at home affects performance in Language spoken at home affects performance in expected directions, with effects being most expected directions, with effects being most salient in oral language.salient in oral language.
2-way children outperform Eng Imm children in 2-way children outperform Eng Imm children in Spanish, Spanish, especially in reading.especially in reading.• Recall that this was Recall that this was also true in English tests.also true in English tests.• We’ll see this again in the upcoming We’ll see this again in the upcoming analysis of analysis of
individual differences.individual differences.
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Individual DifferencesIndividual Differences
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Individual Differences:Individual Differences:Principal Components Analysis of Bilinguals’ Principal Components Analysis of Bilinguals’
EnglishEnglish & & SpanishSpanish Data DataFactor 1 Factor 2 Factor 3
Word Attack .82.82 .71.71 ––.01.01
Letter–Word .79.79 .82.82 .35.35 .25.25
Passage Comp .64.64 .61.61 .37.37 .28.28
Proofing .70.70 .66.66 .32.32 .34.34
Dictation .61.61 .70.70 .48.48 .40.40
Picture Vocab .80.80 ––.05.05 ––.00.00 .78.78
Verbal Analogies .69.69 .38.38 .61.61
Oral Vocabulary .74.74 .78.78
PPVT .74.74 .72.72
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Individual Individual DifferencesDifferencesComparativeComparativeFactor Analyses ofFactor Analyses ofAll Subjects’ DataAll Subjects’ Data
0.2 0.3 0.4 0.5
0.5 0.6 0.7 0.8
0.5
0.6
0.7
0.8
0.2
0.3
0.4
0.5Monolingualsin English
walw
pcprd
pv
ovvappvt
wa
lw
pcpr
d
pv ovvappvt
walw
pcprd
pv
ovva
ppvt
0.2 0.3 0.4 0.5
0.5 0.6 0.7 0.8
0.5
0.6
0.7
0.8
0.2
0.3
0.4
0.5Bilingualsin English
wa
lw
pcpr
d
pv ovvappvt
wa lw
pc prd
pv
ovvappvt
wa lw
pc prd
pv
ovvappvt
0.2 0.3 0.4 0.5
0.5 0.6 0.7 0.8
0.5
0.6
0.7
0.8
0.2
0.3
0.4
0.5Bilingualsin Spanish
Literacy Factor
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0.2 0.3 0.4
0.5 0.6 0.7
0.5
0.6
0.7
0.2
0.3
0.4Monolinguals
in English
wa
lwpc
pr
d
pv
ov
va
ppvt
walw
pcpr
d
pvov
va
ppvt
wa
lwpc
pr
d
pv
ov
vappvt
0.2 0.3 0.4
0.5 0.6 0.7
0.5
0.6
0.7
0.2
0.3
0.4Bilingualsin English
walw
pcpr
d
pvov
va
ppvt
wa
lw pc
pr
d
pv
ov
vappvt
wa
lwpc
pr
d
pv
ov
va
ppvt
0.2 0.3 0.4
0.4 0.5 0.6
0.4
0.5
0.6
0.2
0.3
0.4Bilingualsin Spanish
Language-specific Factors
Individual Individual DifferencesDifferencesComparativeComparativeFactor Analyses ofFactor Analyses ofAll Subjects’ DataAll Subjects’ Data
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Language-Specific
0.2 0.4
0.6 0.8
0.6
0.8
0.2
0.4Monolinguals
in English
0.2 0.3 0.4 0.5
0.5 0.6 0.7 0.8
0.5
0.6
0.7
0.8
0.2
0.3
0.4
0.5Bilingualsin English
0.2 0.4
0.6 0.8
0.6
0.8
0.2
0.4
Bilingualsin Spanish
Literacy
0.2 0.4
0.6 0.8
0.6
0.8
0.2
0.4Monolinguals
in English
0.2 0.3 0.4 0.5
0.5 0.6 0.7 0.8
0.5
0.6
0.7
0.8
0.2
0.3
0.4
0.5Bilingualsin English
0.2 0.4
0.6 0.8
0.6
0.8
0.2
0.4
Bilingualsin Spanish
Individual DifferencesIndividual DifferencesComparative Factor Analyses of All Subjects’ DataComparative Factor Analyses of All Subjects’ Data
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Factor Scores to Summarize Major Factor Scores to Summarize Major Group EffectsGroup Effects
-0.5
0.0
0.5
SocioeconomicStatus
LanguageSpoken at Home
Instructional Methodin the School
Low High Only Sp Eng & Sp Eng Imm Two-Way
Literacy
Eng OralSp Oral
Fact
or
Sco
re
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ConclusionsConclusions
Implications for Implications for Educational Educational ProgramsPrograms• 2-way education leads to 2-way education leads to better better
SpanishSpanish skills. skills.
• 2-way education 2-way education does not detract does not detract (much) from English(much) from English skills (at least by skills (at least by 2nd grade).2nd grade).
• Neither Eng Imm nor 2-way Neither Eng Imm nor 2-way bilingualsbilinguals spoke English as well as spoke English as well as monolinguals.monolinguals.
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ConclusionsConclusions
LinguisticLinguistic Conclusions Conclusions
•ReadingReading and and WritingWriting skills skills cross cross language.language.
•OralOral skills are more skills are more language-language-specificspecific..