Examining One-Way Dual Language Elementary Latinx Bilingual Learners’ Trajectory on a State Standardized Reading Assessment

ABSTRACT

The U.S. population has become more racially and ethnically diverse over time. The Latinx population growth makes Spanish the most common language encountered in non-native English-speaking populations such as Texas. The research objective of this study was to examine if implementing a One-Way Dual Language Education (DLE) Program could result in positive outcomes on the reported reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. This study aimed to investigate the possible impact the one-way dual language program may have on bilingual learners’ (BLs) reading assessment scores compared to other second language learners in Texas. The study analyzed the standardized state assessment reading scores in both English and Spanish of over 1100 BLs in a one-way DLE program and found that the BLs in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to the research that supports the effectiveness of DLE programs, especially for Latinx BLs.

KEYWORDS:

• One-way dual language programs
• bilingual students
• standardized reading assessments
• bilingual education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

¹ Latinx is used as a descriptor of a population that is also referred to as Hispanic; this is not used to connect a group of people to a political affiliation. The authors are using Latinx to increase inclusiveness.

² As a result of House Bill 2066 in the 87th Texas legislature, the term “emergent bilingual student” replaced the term of “limited English proficient (LEP) student” used in the Texas Education Code (TEC), Chapter 29, Subchapter B, and thus, will be changing the term of “English learner (EL)” used in 19 TAC Chapter 89, Subchapter BB. These terms describe the same group of Texas students, describing a student who is in the process of acquiring English and has another language as the student’s primary or home language (Texas Education Agency, 2023, pg. 2).

³ The term Bilingual Learners was selected for this article to acknowledge the strengths and linguistic skill sets of all bilingual students, including various levels of bilingualism, and transition from deficit labels. BL is a term that we feel is more inclusive and celebratory of students’ bilingualism.