ArticleLanguage, speech, and hearing services in schools2025
Impact of Academic Language of Instruction on Spanish and English Growth and Loss in Bilingual Children.
Article in Language, speech, and hearing services in schools, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Language Proficiency and Narrative Macrostructure in Spanish-English Bilingual Children.American journal of speech-language pathology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
purposeThis longitudinal study investigated the impact of different academic programs of primary language instruction (Spanish or English) on the dual language development of Spanish-English bilingual children. Types of academic settings offered to bilingual students as well as differing views and outcomes based on language of instruction are outlined.
methodNarrative retell language samples from 90 typically developing Spanish-English bilingual children elicited across six consecutive academic semesters from the fall of kindergarten to the spring of second grade were used to estimate Spanish and English language skills (grammar and lexical diversity) longitudinally. Participants academically instructed primarily in English (
resultsThe estimates of conditional growth curve models indicated that bilingual children differed in their rates of Spanish and English oral language development as a function of their primary academic language of instruction. Loss of Spanish grammatical skills was estimated for English- and Spanish-instructed participants.
conclusionsA wide range of expressive language skills and differing rates and directions of growth is present in typically developing bilingual children. The language of instruction explains some of the variability seen. These take-home findings should be considered in clinical assessment of dual language learners to avoid misdiagnosis of language impairment. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.29202743.
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