Becoming Bilingual in Miami: Predictors and Outcomes of English Acquisition for Young Dual Language Learners in Poverty

Abstract Summary

Abstract :

In this presentation, Dr. Winsler will report results of a large-scale, longitudinal study (n > 30,000, from age 4 through high school) which examined predictors (and outcomes) of the longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic dual-language learners in Miami. Participants were assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills and followed throughout schooling. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted faster attainment of English proficiency. Children who acquired English proficiency earlier did better on all 5^th grade academic outcomes, compared to children who mastered L2 (English) later. We also examined the role of bilingual education program model (i.e., dual–language immersion programs supporting the home language vs. programs with no support for L1) and found that programs supporting L1 were associated with faster L2 (English) acquisition and mediated better academic outcomes for DLLs. Early bilingualism was also associated with increased probability of students entering L3 language courses in secondary school. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school, and support for home language L1 appears to be important in bilingual education programs in the USA. Early bilingualism also appears to support desires to learn L3 many years later.