Effect of Linguistic Integration in Dual Language on Achievement and Investment

The research took place in a unique Dual Language setting where students were mostly separated by primary language from kindergarten to second grade through a two-teacher language model. For the study, students in one class were integrated during their writing block, so that native English and native Spanish speaking students could work together in both languages for the first time. The researcher measured the effect of this integration in student writing outcomes in their second language and their personal investments in Spanish. Tools included a writing rubric, pre and post surveys, and four student interviews. Findings indicated that student academic achievement and Spanish investment both increased for both groups of students following four weeks of integrated instruction.