Applied Psycholinguistics
Volume 35, Issue 3, 2014, Pages 581-620

Dual language profiles of Latino children of immigrants: Stability and change over the early school years (Article)

Collins B.A.* , O'Connor E.E. , Suárez-Orozco C. , Nieto-Castañon A. , Toppelberg C.O.
  • a Hunter College, 695 Park Avenue, W949, New York, NY 10065, United States
  • b New York University, United States
  • c University of California, Los Angeles, United States
  • d Boston University, Judge Baker Children's Center, United States
  • e Harvard Medical School, Judge Baker Children's Center, United States

Abstract

Dual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency Batteries - Revised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups. Copyright © Cambridge University Press 2012.

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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84961333813&doi=10.1017%2fS0142716412000513&partnerID=40&md5=d38dac1601362dbfda40d19e493db417
DOI: 10.1017/S0142716412000513
ISSN: 01427164
Cited by: 10
Original Language: English