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Castañeda's Third Prong "Redux": The Achievement of Arizona's English Language Learners after Proposition 203
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Mahoney, Kate; Lillie, Karen E.; Rolstad, Kellie; MacSwan, Jeff; DuBois, Natalie; Haladyna, Tom – International Journal of Bilingual Education and Bilingualism, 2022
The authors evaluate the success of Arizona's program for English Learners (ELs) twelve years after the implementation of Proposition 203 to determine whether it meets the "third prong" test of Castañeda v. Pickard (1981), which requires a demonstration of the effectiveness of a program after its implementation. This study is a follow-up…
Descriptors: State Legislation, English Language Learners, Court Litigation, Program Effectiveness
Vocabulary and Reading Speed in the Majority Language Are Affected by Maternal Language Proficiency and Language Exposure at Home: A Study of Language Minority Bilingual Children in Italy
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Persici, Valentina; Majorano, Marinella; Bastianello, Tamara; Hoff, Erika – International Journal of Bilingual Education and Bilingualism, 2022
Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC's skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third,…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Grade 3
Two-Way Immersion Students' Home Languages, Proficiency Levels, and Responses to Form-Focused Instruction
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Tedick, Diane J.; Young, Amy I. – International Journal of Bilingual Education and Bilingualism, 2018
Two-way immersion (TWI) programs in the U.S. integrate learners with different home languages and varied proficiencies in Spanish and English. Although both English home language (EHL) and Spanish home language (SHL) TWI students succeed academically in English, they often experience incomplete acquisition (Montrul 2011. "Morphological Errors…
Descriptors: Immersion Programs, Spanish, English, Language Usage
Academic and English Language Outcomes for DLLs as a Function of School Bilingual Education Model: The Role of Two-Way Immersion and Home Language Support
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Serafini, Ellen J.; Rozell, Nadine; Winsler, Adam – International Journal of Bilingual Education and Bilingualism, 2022
This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language…
Descriptors: Immersion Programs, Family Relationship, Language Proficiency, Second Language Learning
Linguistic and Metalinguistic Outcomes of Intense Immersion Education: How Bilingual?
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Hermanto, Nicola; Moreno, Sylvain; Bialystok, Ellen – International Journal of Bilingual Education and Bilingualism, 2012
Anglophone children in Grades 2 and 5 who attended an intensive French immersion program were examined for linguistic and metalinguistic ability in English and French. Measures of linguistic proficiency (vocabulary and grammatical knowledge) were consistently higher in English and remained so even after 5 years of immersion education in French.…
Descriptors: Sentences, Immersion Programs, Metalinguistics, Semantics
Living in Neighborhoods with High or Low Co-Ethnic Concentration: Turkish-Norwegian-Speaking Students' Vocabulary Skills and Reading Comprehension
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Rydland, Veslemøy; Aukrust, Vibeke Grøver; Fulland, Helene – International Journal of Bilingual Education and Bilingualism, 2013
Immigrant students may use and develop language and literacy skills differently depending on the dominance of the first and second language (L1 and L2) in the neighborhoods where they live. In this study, neighborhood effects on students' reported language use at home and with peers, and on measured language and literacy proficiency, were…
Descriptors: Immigrants, Second Language Learning, Neighborhoods, Language Usage