The Reciprocal Effects of Language Proficiency and Depression among Low-Income Latinx Youth

ABSTRACT

Extant research associates language with essential social and emotional processes. Although the risk for depression among Latinx youth in the United States is well documented, the link between their language proficiency and depressive symptoms remains poorly understood. Further, research employing standardized language assessments with Latinx early adolescents is scarce and reciprocal associations between language proficiency and depressive symptoms have not been examined. This longitudinal study addressed these gaps by investigating the relation between language proficiency and depression in a sample of 218 dual language Latinx students of predominantly low-income backgrounds (M_age = 12.1, SD = 1.1; 49.1% female) recruited from seven public schools in a large city in the Midwest of the United States. Language proficiency in English and Spanish was assessed using the Woodcock-Muñoz Language Survey-Revised and depressive symptoms were assessed using the Children’s Depression Inventory. Paired samples t-tests showed lower than expected growth in English vocabulary and higher than expected growth in the ability to reason using lexical knowledge in Spanish over a one-year period. Cross-lagged panel analyses (χ² (99) = 211.19, p < .001, CFI = .93, TLI = .92, RMSEA = .07 (90% CI [.06, .09])) indicated that growth in English language proficiency is predictive of decreased depressive symptoms. Likewise, increases in depressive symptoms are predictive of decreased English language proficiency. Results have important implications for the design of appropriate psychological interventions and sensible educational policies for students of linguistic minority backgrounds.

Acknowledgments

We give special thanks to the participating schools and families.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ The term “dual language” is used interchangeably with the term “bilingual” in this manuscript. However, when “dual language” is used, it is meant to acknowledge that exposure to two languages does not equal full proficiency in both (see Collins et al., 2014).

Additional information

Funding

This work was supported by the Annie E. Casey Foundation [212.0008].