Biliterate dual language learners show higher higher order cognitive skills regardless of instructional program¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Being biliterate was significantly associated with higher order cognitive skills in both programs (.22, p = .028 in English immersion; .19, p = .004 in dual immersion). → Kim Young-Suk Grace 2022

Evidence¶

Kim Young-Suk Grace 2022¶

Kim Young-Suk Grace, Wolters Alissa, Mercado Janet, & Quinn Jamie. (2022). Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners. Journal of Educational Psychology. https://doi.org/10.1037/edu0000516

q3 · i? · associational · r2

Covariate results of the multiple group model (about half the sample, n = 179, were biliterate). In the English immersion group the article reports being biliterate was significantly associated with higher order cognitive skill (.22, p = .028). The authors state explanations for this finding are not clear.

"Biliterate students had higher scores in higher order cognitive skills for students in the dual immersion program (.19, p = .004)."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The higher order cognition general factor is fairly strongly related to writing quality (r = .59), and the relation remains after covariates and is similar across English immersion and dual immersion programs — related
• Dual language learners especially benefit from high-quality early care and dual language immersion programs, and multilingualism is associated with cognitive, linguistic, social, and cultural strengths — a broader claim this one bears on
• High L2 achievers in immersion programs show IQ gains, consistent with a higher threshold of bilingual competence — related