22 THE SPANISH ACHIEVEMENT OF NATIVE ENGLISH SPEAKERS IN AN ELEMENTARY TWO-WAY DUAL-LANGUAGE PROGRAM Bernadette Rose-Garcia White, Ed.D. Journal of K-12 Educational Research 2025, VOL. 9, ISSUE 1 dbu.edu/doctoral/edd Introduction to the Problem Bilingualism is advantageous in a globally connected society where people speak thousands of languages across multiple contexts. Demands for bilingual positions nationwide doubled from 2010 to 2015, with the highest increase in categories such as financial managers, editors, industrial engineers, and nursing (New American Economy, 2017). Moreover, the United States Bureau of Labor Statistics projects a 20% increase from 2021 to 2031 for interpreters and translators, a faster-than-average area of growth when compared to most occupations (U.S. Department of Labor, 2022). Bilingualism, including native English speakers learning a second language (L2) in two-way dual-language programs, grants students a cognitive advantage in their academics compared to students who comprehend only one language. However, research exploring native English speakers participating in two-way dual-language programs lags compared to studies focusing on emergent bilingual (EB) students. The state of Texas categorizes students whose primary language (L1) is not English as an EB, yet it has no official term for a native English speaker learning an L2 in a two-way dual-language program. Texas only records EBs’ English L2 proficiency using the Texas English Language Proficiency Assessment System (TELPAS) and their English L2 achievement using the State of Texas Assessment of Academic Readiness (STAAR). Senate Bill 1871, enacted in 2007, mandates the disaggregation of data for EBs in bilingual programs, yet it overlooks the crucial aspect of tracking native English speakers’ L2 proficiency, achievement, and progression within two-way dual-language programs (S. Resolution 1871, 2007; Texas Education Agency, 2021). This legislative gap leaves a significant blind spot in assessing the comprehensive effectiveness of two-way dual-language programs for all participants. Without a standardized accountability framework, districts independently navigate the complex landscape of data collection, designing, developing, executing, and maintaining customized systems to measure English speakers’ L2 growth, if they decide to measure it at all. Statement of the Problem Currently, Texas has no uniform method of collecting, monitoring, or comparing data on the Spanish proficiency or achievement of native English speakers participating in elementary two-way dual-language programs. The lack of data leaves a crucial aspect of two-way dual-language education outcomes unmeasured and unexplored. The absence of standardized Spanish L2 proficiency data for native English speakers precludes Texas and school districts from conducting multifaceted analyses of their Spanish L2 progression. Equal expectations ensure L2 success for all participating students in two-way dual-language programs. Purpose of the Study The purpose of the current study was to evaluate the Spanish L2 impact of Risas y Sonrisas, a targeted Spanish L2 teaching resource, on native English-speaking second
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