Yuuko Uchikoshi|Helen Maniates
How Does Bilingual Instruction Enhance English Achievement? A Mixed-Methods Study of Cantonese-Speaking and Spanish-Speaking Bilingual Classrooms
University of California, Davis|University of San Francisco
literacy instruction integrated contextualized childs background knowledge daily experiences learning increased mixedmethods study describes effective bilingual instruction secondgrade classrooms united states teachers utilize students linguistic capital foster homeschool connections two factors may assist successful academic outcomes data collected four secondgrade transitional bilingual classrooms two workingclass neighborhoods city northern california total 34 spanishspeaking english language learners 33 cantonesespeaking english language learners participated study students assessed variety english nativelanguage measures home background data collected parental questionnaires classroom variables collected classroom observations teacher interviews despite consistent findings previous studies ells tend perform poorly english reading comprehension measures compared monolinguals average bilingual children study similar even better scores compared monolingual peers english decoding reading comprehension measures