CASTL Research Brief: Instruction in Spanish and Outcomes for Pre-K English Language Learners

AUTHORS: Margaret Burchinal, Samuel Field, Michael L. López, Carollee Howes, & Robert Pianta

 

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This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English.