PURPOSE 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. METHOD 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. RESULTS 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. CONCLUSIONS 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.

中文翻译：

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La Rana 或 El Rana：双语学习者叙事故事中的语法变异。


目的 这项纵向研究调查了从学前班到一年级的西班牙语-英语双语学习者 (DLL) 的西班牙语文章准确性轨迹，解决了对英语浸入式课堂中 DLL 中西班牙语语法技能变异性的纵向数据的需求。方法 对从 31 个西班牙语-英语 DLL（范围：45-85 个月）中引出的 336 个西班牙语和英语叙述复述进行语言样本分析。增长曲线模型捕捉了从学前班开始到一年级结束期间个体内部和个体之间文章准确性的变化。结果 作为一个整体，随着时间的推移，DLL 的西班牙语文章准确性并没有表现出显着的正增长或负增长。平均而言，从学前班到一年级，文章准确率稳定在 76%。参与者在文章准确性方面表现出显着的差异，部分原因是西班牙语熟练程度的变化。对于通过西班牙语样本的测量索引的西班牙语熟练程度较低的 DLL，西班牙语文章的准确性较低，而通过英语样本索引的英语熟练程度并不影响西班牙语文章的准确性。结论 这些发现表明，需要调整对 DLL 中西班牙语语法表现的期望，以考虑在英语浸入式学校环境中未获得西班牙语支持可能产生的影响。这些教学程序中的 DLL 未达到单语西班牙语使用者预期水平的文章准确性。个人状态和西班牙语文章准确性增长率的显着个体差异凸显了美国 DLL 西班牙语技能的广泛差异。