An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers’ Early Literacy Development
Lilian K. Durán,et al., 2010
Early Childhood Research Quarterly, 25(2), 207–217
This study was designed to test the hypothesis that native language instruction enhances English language learner’s (ELL’s) native language and literacy development without delaying English development. Results showed that Spanish language instruction increased Spanish oral vocabulary and letter-word identification without significant differences between bilingual and English-only classrooms on these same measures in English.