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Peer reviewedMedina, Marcello, Jr.; Escamilla, Kathy – Hispanic Journal of Behavioral Sciences, 1992
Studied the longitudinal impact of a maintenance bilingual education program on the development of English in Spanish-speaking Mexican-American children in grades K-2. Subjects who were limited in both Spanish and English proficiency gained more in English achievement than those who were fluent in Spanish but not in English. (KS)
Descriptors: Bilingual Education, Elementary Education, English (Second Language), Language Proficiency
