ABSTRACT
Dual language programs have increased dramatically in popularity in the U. S. since the late 1980s due to a large number of studies demonstrating their success for Latino and other students. Dual language programs integrate native Spanish speakers with native English speakers for instruction through both languages. The chapter focuses on Spanish and bilingual proficiency as well as attitudes toward bilingualism and biculturalism for different subgroups of Latino students in dual language programs. It examines research and practices in Spanish/English dual language programs and the language, academic, and attitudinal outcomes for Latino students and their families. English-speaking Latinos are usually excluded from educational research because, as English speakers, they are not considered to be at risk. The chapter explores research on English learning and overall academic achievement in dual language programs, as well as the importance of developing bilingual abilities.
