Lilian K. Durán,et al.
Early Childhood Research Quarterly (2010)
25(2), 207–217
Link: https://www.sciencedirect.com/science/article/abs/pii/S0885200609000714
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.