We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a…

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a…

Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem-solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) (Author/CB)

Details the results of four tests comparing the French and English achievement of francophone, anglophone, and mixed subpopulations of fifth-grade students in Edmonton Catholic School System French immersion programs. Discusses the behavioral, cognitive, and academic correlates of language competence of the three subgroups. (SB)

The fourth-year update of a longitudinal study examined the progress of the 31 remaining members of 2 classes in the first cohort of a Spanish immersion program and their standard-program monolingual comparison group of 15 students. Achievement gains were measured on standardized tests of mathematics and language skills. Results provided new…

A study compared language skill development and cultural attitudes of second-grade children taught in an additive-bilingual program setting with those of second-grade children from a monolingual classroom setting. Subjects were 41 second-grade children participating in a Spanish immersion program and 19 children from a regular second-grade…

The enhanced metalinguistic abilities demonstrated by additive-bilingual children, including superior control of cognitive processing, may promote the development of symbolic reasoning. Children educated in additive-bilingual (immersion) settings may maintain normal native-language development, while acquiring a second language. This study…