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Characterization of English and Spanish language proficiency among middle school English learners with reading difficulties

Published online by Cambridge University Press:  08 March 2022

Kelly T. Macdonald Open the ORCID record for Kelly T. Macdonald [Opens in a new window] ,
David J. Francis ,
Arturo E. Hernandez ,
Anny P. Castilla-Earls  and
Paul T. Cirino
Kelly T. Macdonald*
Affiliation:
Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas
David J. Francis
Affiliation:
Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas
Arturo E. Hernandez
Affiliation:
Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas
Anny P. Castilla-Earls
Affiliation:
Department of Communication Disorders and Sciences, University of Houston, Houston, Texas
Paul T. Cirino
Affiliation:
Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas
*
Address for correspondence: Kelly Macdonald, M.A. University of Houston, Department of Psychology Texas Institute for Measurement, Evaluation, and Statistics (TIMES) Health 1 Building 4849 Calhoun, Room 477 Houston, TX 77204 E-mail: kmacdonald@uh.edu
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Abstract

Among bilinguals, language-related variables such as first and second language proficiency and balance may be related to important cognitive and academic outcomes, but approaches to characterizing these variables are inconsistent, particularly among at-risk samples of children. The current study employed comprehensive language assessment of English and Spanish language skills and contrasted various approaches to the characterization of language among at-risk ELs in middle school (N = 161). Specifically, we contrasted variable-centered and person-centered approaches, and convergence between objective and self-report measures. Findings support a two-factor structure of English and Spanish language skills in this population, three profiles of students (balanced, moderately unbalanced-higher Spanish, and very unbalanced-higher English), convergence between variable-centered and person-centered approaches, and mixed support for subjective indices of usage. Results provide a foundation from which to examine the roles of L1 and L2 proficiency as well as balance in important cognitive and academic outcomes in this at-risk and understudied population.

Keywords

English learnersbalanced bilingualismlanguageproficiency
Type
Research Article
Information
Bilingualism: Language and Cognition , Volume 25 , Issue 5 , November 2022 , pp. 899 - 912
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Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

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