Executive Functioning and Language Proficiency Across Elementary Bilingual Educational Models (PO162)

  • PMD: 8,9
  • Skill Level: Introduction
  • Session 3: Promoting Diversity and Multicultural Competence in School Psychology
  • Live Chat:
    Tuesday, February 23, 2021
    5:30 PM–6:15 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. further their understanding of effective bilingual language instruction components.
  2. gain information about elementary students’ English and Spanish language proficiency and executive functioning outcomes as a result of varying bilingual pedagogical approaches.
  3. learn about ways that different language development models impact both native English and native Spanish speaking students.
  4. acquire technical and practical tools for how outcomes of students in dual language immersion and other bilingual educational models may be tracked over time.


How do varying language development models implemented by an elementary school differentially affect the development of students’ oral language abilities and executive functioning skills? This presentation provides results from a longitudinal study comparing English and Spanish oral language proficiency and executive functioning outcomes between groups of students enrolled in one of three programs: dual language immersion (Spanish–English), English immersion with evidence-based designated English language development, or English immersion with district-typical integrated English language development.



Emily R. Edelman, University of California, Santa Barbara
Daniel K. Feinberg, University of California, Santa Barbara


Jennifer M. Scheller, Matthew Quirk

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