Abstract：
UNASSIGNED: This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish-English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms.
UNASSIGNED: Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from 31 Spanish-English DLLs (range: 45-85 months). Growth curve models captured within- and between-individual change in article accuracy from the beginning of preschool to the end of first grade.
UNASSIGNED: As a group, DLLs did not exhibit significant positive or negative growth in Spanish article accuracy over time. On average, article accuracy remained stable at 76% from preschool throughout first grade. Participants exhibited significant variability in article accuracy that was partly explained by changes in Spanish proficiency. Spanish article accuracy was lower for DLLs with lower Spanish proficiency indexed by measures from the Spanish language samples, while English proficiency indexed by the English language samples did not affect Spanish article accuracy.
UNASSIGNED: These findings suggest that expectations for Spanish grammatical performance in DLLs need to be adjusted to account for the possible impact of not receiving Spanish support in English immersion school settings. DLLs in these instructional programs do not exhibit article accuracy at a level expected for monolingual Spanish speakers. Significant individual differences in both individual status and growth rates of Spanish article accuracy highlight the broad variability in Spanish language skills of DLLs in the United States.
UNASSIGNED: Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from 31 Spanish-English DLLs (range: 45-85 months). Growth curve models captured within- and between-individual change in article accuracy from the beginning of preschool to the end of first grade.
UNASSIGNED: As a group, DLLs did not exhibit significant positive or negative growth in Spanish article accuracy over time. On average, article accuracy remained stable at 76% from preschool throughout first grade. Participants exhibited significant variability in article accuracy that was partly explained by changes in Spanish proficiency. Spanish article accuracy was lower for DLLs with lower Spanish proficiency indexed by measures from the Spanish language samples, while English proficiency indexed by the English language samples did not affect Spanish article accuracy.
UNASSIGNED: These findings suggest that expectations for Spanish grammatical performance in DLLs need to be adjusted to account for the possible impact of not receiving Spanish support in English immersion school settings. DLLs in these instructional programs do not exhibit article accuracy at a level expected for monolingual Spanish speakers. Significant individual differences in both individual status and growth rates of Spanish article accuracy highlight the broad variability in Spanish language skills of DLLs in the United States.
摘要：
■这项纵向研究调查了从学龄前到一年级的西班牙语-英语双语学习者（DLL）中西班牙语文章准确性的轨迹，解决了对英语浸入式教室中DLL中西班牙语语法技能变异性的纵向数据的需求。
■对31个西班牙语-英语DLL（范围：45-85个月）中的336个西班牙语和英语叙述重述进行了语言样本分析。从学龄前开始到一年级结束，增长曲线模型捕获了个人之间和个人之间文章准确性的变化。
■作为一个群体，随着时间的推移，DLL在西班牙文章准确性方面没有表现出显著的正增长或负增长。平均而言,从学龄前到一年级，文章的准确性保持稳定在76%。参与者在文章准确性方面表现出显着差异，部分原因是西班牙语熟练程度的变化。根据西班牙语样本的度量，西班牙语熟练程度较低的DLL的西班牙语文章准确性较低，而由英语样本索引的英语水平并不影响西班牙语文章的准确性。
■这些发现表明，需要调整对DLL中西班牙语语法表现的期望，以考虑在英语沉浸式学校环境中不接受西班牙语支持的可能影响。这些教学计划中的DLL没有表现出单语西班牙语使用者所期望的水平的文章准确性。西班牙语文章准确性的个人地位和增长率的显着个体差异凸显了美国DLL的西班牙语语言技能的广泛差异。
■对31个西班牙语-英语DLL（范围：45-85个月）中的336个西班牙语和英语叙述重述进行了语言样本分析。从学龄前开始到一年级结束，增长曲线模型捕获了个人之间和个人之间文章准确性的变化。
■作为一个群体，随着时间的推移，DLL在西班牙文章准确性方面没有表现出显著的正增长或负增长。平均而言,从学龄前到一年级，文章的准确性保持稳定在76%。参与者在文章准确性方面表现出显着差异，部分原因是西班牙语熟练程度的变化。根据西班牙语样本的度量，西班牙语熟练程度较低的DLL的西班牙语文章准确性较低，而由英语样本索引的英语水平并不影响西班牙语文章的准确性。
■这些发现表明，需要调整对DLL中西班牙语语法表现的期望，以考虑在英语沉浸式学校环境中不接受西班牙语支持的可能影响。这些教学计划中的DLL没有表现出单语西班牙语使用者所期望的水平的文章准确性。西班牙语文章准确性的个人地位和增长率的显着个体差异凸显了美国DLL的西班牙语语言技能的广泛差异。
