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Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages

San Jose State University

The purpose of this study was to address three theoretical assumptions in an examination of the Spanish and English language proficiency and academic achievement of second-and third-grade English and Spanish speakers who were enrolled in a bilinguallimmersion program. Findings provided support for these three assumptions: (a) High levels of proficiency in the two languages willfacilitate academic achievement; (b) there are two types of language proficiency, academic and communicative, and the extent to which one is proficient in these two types may vary; and (c) there is transfer of content across languages.

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