Longitudinal academic, language, and social emotional learning outcomes of graduates of a one‐way Spanish Immersion program

Dados Bibliográficos

ID8937895
AutoresAmado M Padilla (0000-0003-2449-4714, Graduate School of Education Stanford University Stanford California USA), Xinjie Chen (0000-0002-5492-225X, Faculty of Education The Chinese University of Hong Kong Hong Kong China (SAR), autor correspondente), Elizabeth Swanson (0000-0002-4335-9676, Department of Linguistics University of Maryland College Park Maryland USA), Margaret Peterson (0000-0001-9939-3892, Graduate School of Education Stanford University Stanford California USA), Tatiana Zamora (0000-0003-1115-5879, Graduate School of Education Stanford University Stanford California USA), Tami Girsky (Menlo Park City School District, Spanish Immersion program Atherton California USA)
Ano2024
Volume58
Fascículo1
Páginas111-136
Data de publicação2024-09-05
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoForeign Language Annals (JOURNAL)
Identificadores do periódicoISSN: 0015-718X • E-ISSN: 1944-9720
EditoraWiley (PUBLISHER • GB)
DOI10.1111/flan.12782
OpenAlexW4402321995
IdiomaEN
Referências citadas25

Seven cohorts of students ( N = 258) who completed a K‐5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and English Language Arts test scores, high school grade point average (GPA), language class enrollment, Advanced Placement (APTM) Spanish scores, and receipt of the Biliteracy Attainment Award. Results showed that SI graduates generally continued with Spanish language classes up through advanced levels and received high grades. They had similar middle school Smarter Balanced Assessment Consortium scores and high school GPAs as their non‐SI comparison group. There were no significant differences between SI and non‐SI students for each year on three different social emotional learning (SEL) outcomes (emotion regulation, growth mindset, and school belonging). Overall, results suggest that a K‐5 SI program can lead to positive academic and language outcomes without negative impacts on SEL

Immersion (mathematics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Emotional Intelligence and Performance · Psychology · Second Language Learning and Teaching