Children's language use in writing tasks differs by instructional program, with English immersion students often writing in English when prompted to write in Spanish¶

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? In English immersion Grades 1–2, 0.71–0.78 of students wrote all English on Spanish tasks; dual immersion students largely wrote in the target language. → 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

Descriptive analysis of writing-sample language use by instructional program (Table 1 proportions). The article attributes the pattern to program design: dual program students receive literacy instruction in both languages whereas English immersion students receive instruction only in English.

"Many students in the English immersion program wrote in English when prompted to write in Spanish. For those in the Spanish-English dual program, many students were able to write in both languages while some students in Grade 1 wrote in Spanish when prompted to write in English."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Screening language practices are related to English language education program type: SEI students were mostly screened in English while DLBE students were more often screened in Spanish or alternately — related
• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice — related
• Promoting minority children's L1 raises L1 achievement at no cost to L2 achievement — a broader claim this one bears on