Exhibition Hall D, Section C
High levels of bilingualism have been associated with academic success. In particular, vocabulary skills in Spanish and English have been found to relate strongly to English literacy outcomes for bilingual students in the U.S. (August & Shanahan, 2006). Yet, native language loss is well documented in the literature (e.g., Proctor, August, Carlo, & Barr, 2010).
A study was conducted with fourth grade teachers and students in a dual language program to obtain preliminary data on the implementation of explicit Spanish vocabulary instruction. Findings point to the importance of word selection to ensure the inclusion of academic words.