Becoming bilingual in Miami, USA

Abstract

This chapter reports results from a large-scale, longitudinal study (n > 30,000, from age 4 through elementary school) that examined predictors and outcomes of the longitudinal acquisition of English among a large sample of ethnically diverse, low-income, largely Hispanic dual-language learners (DLLs) in Miami, USA. Participants were assessed at age 4 for language, cognitive, socioemotional, and behavioral skills and followed throughout schooling. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in their first language (L1), Spanish, at age 4 predicted faster attainment of English proficiency. Children who acquired English proficiency earlier did better on all fifth-grade academic outcomes compared to children who mastered their second language (L2), English, later. We also examined the role of bilingual education program model (i.e., immersion programs supporting the home language vs. programs with no support for L1) and found that programs supporting L1 were associated with faster L2 (English) acquisition and mediated better academic outcomes for DLLs. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school, and support for home language L1 appears to be important in bilingual education programs in the USA.