This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades. Leveraging enrollment lotteries from four cohorts of DLI applicants across 10 oversubscribed programs, analyses estimate the intent-to-treat effect of access to bilingual education on reading and math…

Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. ("Journal of Educational Psychology," 102, 327-340, 2010). However, very few studies have explored identification of struggling readers in bilinguals. The aim of this study was to investigate (1) the overlap of…

Background: Guidelines for the successful implementation of two-way dual language bilingual education (DLBE) programs foreground the role of program leadership, hiring and preparing culturally and linguistically competent teachers, family involvement, and the alignment between curriculum, assessments, and instruction in both languages. Absent in…

This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion…

This longitudinal, mixed-methods study reports on the development and implementation of an early phonological awareness screening and intervention program for struggling emergent readers in a French immersion school in Manitoba. The program was created by a professional learning community made up of the school administrator, teachers, and clinical…

Measures of 31 Latinx students' attitudes in a Grade 5 Spanish dual language bilingual education (DLBE) program were compared with those of the same students four years prior. Twenty-one mainstream English students comprised a comparison group for the same time period. Some statistically significant changes occurred for students in DLBE related to…

This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and…

Orthographic knowledge is predicted to be central in the process of children's reading development. We examined both the temporal order between orthographic knowledge and each of word reading and word spelling--effectively, which predicts which by including autoregressive controls--and cross-linguistic transfer between English and French for our…

Purpose: Our 1-year longitudinal study tracked the development of cognate awareness among second (L2) and third language (L3) learners of French in French immersion in Grades 1 and 2 to explore the impact of orthographic overlap and cognate status (true vs. false) on children's ability to recognize cognate relationships. We also assessed the…

In Canada, approximately 12% of school-aged children are enrolled in French Immersion (FI), with some provinces estimating close to 30%. FI programs are intended to produce bilingual individuals who can functionally communicate in both of Canada's official languages. Yet, we are currently underinformed as to how to identify children with French…

This study examined teachers' adherence to the language of instruction in dual language education (DLE) programs among teachers in 19 kindergarten through 3rd grade Spanish-English two-way DLE immersion classrooms (n = 5, 90/10 model; n = 14, 50/50 model). Teachers were observed toward the beginning and end of the school year to determine…

The rising demand for dual-language immersion (DLI) programs, which offer core instruction in two languages from early grades onward, has raised questions about program design and access. We leverage the rapid expansion of DLI schools across the U.S. state of Utah to estimate effects of DLI program availability on the academic achievement of…

French Immersion instruction has often focused on the development of oral language as the primary method of early literacy learning. Manitoba Education endorses this focus with its curricular emphasis on oral language acquisition before formal reading and writing instruction. This article examines the role of early years French immersion teachers…

Purpose: This study examined the frequency of code-switching by Spanish-English-speaking children as a function of language proficiency in each language and diagnosis (developmental language disorder [DLD] or typical language development [TLD]). Method: Sixty-two Spanish-English-speaking children, 5-7 years of age, participated in this study (24…

We investigated spelling errors in English and Spanish essays by Spanish-English dual language learners in Grades 1, 2, and 3 (N = 278; 51% female) enrolled in either English immersion or English-Spanish dual immersion programs. We examined what types of spelling errors students made, whether they made spelling errors that could be due to…