Spanish language proficiency in dual language and English as a second language models: the impact of model, time, teacher, and student on Spanish language development

In this study, we examine the Spanish proficiency progress of elementary Spanish-English bilinguals in three types language program models: a dual bilingual education (DLBE) model with 90/10 allocation, DLBE 50/50 and an English as Second Language (ESL) over academic year. domain speaking, individual student characteristics were most predictive progress. For listening reading, time had greatest impact on their growth. With writing, impactful moderator was teacher, model. Implications point to need provide immersive writing instruction arrange schedules ensure inclusion writing. Oftentimes models, is least covered within partner taking precedence due testing accountability. As provisions for are increasing, study holds important implications model's bilinguals’ proficiency. Future studies will outcomes across among emergent native language, along potential influences student, demographics school community.