Dual immersion schools in the United States, which combine native Spanish speakers and students learning Spanish as an L2, encourage English development while promoting Spanish learning. However, relatively little is known about the levels of Spanish attained by dual immersion graduates. This case study describes the performance on a number of measures of a graduating class at a Spanish-English dual immersion school. It analyzes their proficiency in speaking, reading and writing, their production of three grammatical forms, and their ability to identify and produce appropriately polite Spanish. Heritage Spanish speakers evidenced fairly strong Spanish systems. L2 Spanish learners scored low on several measures, but overall could communicate their ideas. Several recommendations are offered for immersion classroom pedagogy.
Austin, Jennifer, Patrick D. Thane, Stephanie A. Rodríguez & Michele Goldin
2024. The comprehension of clitic gender in child heritage and second language Spanish: evidence from a dual language program. Frontiers in Language Sciences 3
Padial, Ana, Ariana M. Mikulski & Idoia Elola
2024. Voices of SHL educators. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
2023. Computer-based Reading Recall on Sociolinguistic Research. Journal of Computer-Assisted Linguistic Research 7 ► pp. 1 ff.
Briceño, Allison & Emily Zoeller
2022. “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1 ► pp. 8 ff.
Morita-Mullaney, Trish, Jennifer Renn & Ming Ming Chiu
2022. Spanish language proficiency in dual language and English as a second language models: the impact of model, time, teacher, and student on Spanish language development. International Journal of Bilingual Education and Bilingualism 25:10 ► pp. 3888 ff.
Fernández-Dobao, Ana & Julia Herschensohn
2021. Acquisition of Spanish verbal morphology by child bilinguals: Overregularization by heritage speakers and second language learners. Bilingualism: Language and Cognition 24:1 ► pp. 56 ff.
2020. An Exploratory Study of the Effect of Spanish Immersion Education on the Acquisition of Pronominal Subjects in Child Heritage Speakers. Languages 5:2 ► pp. 18 ff.
Goldin, Michele
2022. Language activation in dual language schools: the development of subject-verb agreement in the English and Spanish of heritage speaker children. International Journal of Bilingual Education and Bilingualism 25:8 ► pp. 3046 ff.
Ruiz‐Funes, Marcela T.
2020. The development of oral ability in L2 Spanish by English‐home language learners in a TWI program. Foreign Language Annals 53:1 ► pp. 96 ff.
Pratt, Kristen L. & Gisela Ernst-Slavit
2019. Equity perspectives and restrictionist policies: Tensions in dual language bilingual education. Bilingual Research Journal 42:3 ► pp. 356 ff.
Rodríguez Tamayo, Ilba Yaneth & Lina María Tenjo-Macías
2019. Children’s Cultural Identity Formation: Experiences in a Dual Language Program. GiST Education and Learning Research Journal 18 ► pp. 86 ff.
2018. From English learner to Spanish learner: raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates. Language and Education 32:3 ► pp. 212 ff.
Briceño, Allison
2017. Language Transfer in a Dual Immersion Program: Cognates, Morphology and Language Contrasts. NABE Journal of Research and Practice 8:1 ► pp. 111 ff.
2015. When L1 becomes an L3: Do heritage speakers make better L3 learners?. Bilingualism: Language and Cognition 18:2 ► pp. 163 ff.
Elola, Idoia & Ariana Mikulski
2013. Revisions in real time: Spanish heritage language learners' writing processes in English and Spanish. Foreign Language Annals 46:4 ► pp. 646 ff.
MIKULSKI, ARIANA M.
2010. Receptive Volitional Subjunctive Abilities in Heritage and Traditional Foreign Language Learners of Spanish. The Modern Language Journal 94:2 ► pp. 217 ff.
This list is based on CrossRef data as of 16 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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