Perceived impact of two-way dual immersion programs on Latino students' relationships in their families and communities

Abstract

This study examined how participation of Latino students in two-way dual immersion versus mainstream programs might have impacted students' relationships with Spanish-speaking adults, thus affecting contexts for students to develop resiliency. Participants were parents of 90 fifth-and sixth-grade students (initially English proficient [EP] as well as initially English language learners) in dual immersion, and parents of 103 students of similar language backgrounds in mainstream programs, located in three schools. Also, the students themselves completed questionnaires. Findings showed that a greater number of parents in dual immersion programs perceived that their children grew closer to Spanishspeaking family and communicated more with Spanish-speaking community members, with marked enthusiasm noted especially in open-ended responses by parents of EP students. Statistical analysis showed significantly higher means of responses for dual immersion parents compared with parents of mainstream students on questions related to these issues, which was the case for students' responses as well.

Clinical Validity of the ADI-R in a US-Based Latino Population

“…The U.S. Spanish-speaking population is distinct from populations within Spanish-speaking countries because while Latino immigrant parents may be predominantly Spanish-speaking, their children may be bilingual or predominantly English-speaking. These dynamics present unique challenges when diagnosing U.S. based Latino children (Block 2012; Kohnert and Bates 2002). …”

“…For example, Latino families may perceive delayed language development to be within the norm and this in turn may influence when they seek out services for their child with ASD (Garcia et al 2000). One issue unique to Latino families in the U.S. is that parents may be predominantly Spanish-speaking while their children may be bilingual or predominantly English-speaking (Block 2012; Kohnert and Bates 2002). This may lead to under reporting of communication symptoms as in the study by Blacher et al (2014).…”

Sources of individual differences in the dual language development of heritage bilinguals

“…Regarding child wellbeing within the family, several studies have shown HL maintenance to be associated with more harmonious relationships (more closeness, less conflict) between children, adolescents and their parents (Birman, 2006; Block, 2012; Oh & Fuligni, 2010; Portes & Hao, 2002; Tseng & Fuligni, 2000). For example, greater use of the HL at home and greater adolescent proficiency in the HL tended to go along with more harmonious relationships in families from diverse cultural and linguistic backgrounds (Oh & Fuligni, 2010; Tseng & Fuligni, 2000).…”