Psychology

From bench to classroom: Collaborating within a dual-language education model

Document Type

Article

Abstract

We describe research results and lessons learned from a laboratory/classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a reciprocal manner, ongoing communication with the school system and community has directed the research questions to provide information the school system seeks for program evaluation and to maintain community support. In this report, we share results of the effects of participation in a dual-language model of education in the areas of executive functions, academic performance, and English-language development. Our research revealed no evidence of detrimental effects of participation in the dual-language education program compared with the traditional English-only instructional track in any of these areas. There was some evidence for emerging benefits to executive functions and academic performance for children participating in dual-language education. We also share the implications of the research for the way in which academic content is delivered in the dual-language education model. We conclude with lessons learned from collaborating with the school system that will direct our future research and might aid researchers interested in pursuing similar partnerships.

Publication Title

Journal of Cognition and Development

Publication Date

2019

Volume

20

Issue

2

First Page

165

Last Page

181

ISSN

1524-8372

DOI

10.1080/15248372.2018.1483374

Keywords

dual-language education, classrooms, cognitive development, laboratory/classroom collaboration

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