ABSTRACT
Because the development of bilingualism and biliteracy is one of the three core goals of dual language bilingual education (DLBE), and because the majority of DLBE programs in the United States provide instruction through English and Spanish, there has been a considerable research focus on the English and Spanish language and literacy outcomes of DLBE students. To date, four research syntheses have summarized key findings, such as outcomes that are ultimately comparable to or better than those of students in other programs; development that is continuous for all students, but that differs by language and according to student and program characteristics; evidence of cross-linguistic connections on outcomes; and the potential of pedagogical practices to influence outcomes. Building on the findings of the previous reviews and focusing on the research published within the past decade, this chapter addresses three questions: (1) What are the language and literacy outcomes of DLBE students in Spanish-English programs, and how do they vary by student and program characteristics; (2) how does students’ bilingualism manifest itself in language and literacy outcomes; and (3) how do pedagogical practices shape students’ language and literacy outcomes?
