Longitudinal Academic, Language, and Social Emotional Learning Outcomes of Graduates of a One-Way Spanish Immersion Program
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| Title: | Longitudinal Academic, Language, and Social Emotional Learning Outcomes of Graduates of a One-Way Spanish Immersion Program |
|---|---|
| Language: | English |
| Authors: | Amado M. Padilla, Xinjie Chen (ORCID |
| Source: | Foreign Language Annals. 2025 58(1):111-136. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Longitudinal Studies, Middle School Students, High School Students, Second Language Learning, Spanish, Immersion Programs, Outcomes of Education, Academic Achievement, Achievement Tests, Scores, Mathematics Tests, Language Arts, Grade Point Average, Advanced Placement, Grades (Scholastic), Social Emotional Learning |
| Geographic Terms: | California |
| Assessment and Survey Identifiers: | Smarter Balanced Assessments |
| DOI: | 10.1111/flan.12782 |
| ISSN: | 0015-718X 1944-9720 |
| Abstract: | 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 (AP™) 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462128 |
| Database: | ERIC |
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| Abstract: | 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 (AP™) 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. |
|---|---|
| ISSN: | 0015-718X 1944-9720 |
| DOI: | 10.1111/flan.12782 |
