The promise of access to key 21st‐century skills (i.e., bilingualism, biliteracy, and global awareness) has resulted in the rapid gain in popularity of dual language bilingual education (DLBE) programs in the United States over the past two decades. Despite their integrative and additive nature, concerns have been raised about lack of equity in their implementation (Cervantes‐Soon, 2014; Palmer, 2010; Valdés, 1997, 2018). In this article, the authors argue that the fact that DLBE research almost exclusively focuses on English outcomes contributes to inequity. In order to represent the full achievements of emerging bilingual students, the authors designed a longitudinal study to examine the biliteracy growth rates of third‐grade students enrolled in all of the DLBE programs that had longitudinal achievement data in the two program languages in one state in the United States. The data were disaggregated by students who were currently, or had at one point been, classified as an English learner (ever ELs) and those who had never been classified as ELs including those with English as their home language (never ELs). Results of the three‐level linear growth model estimated on participants’ reading scale scores show that, although both groups made progress in reading achievement in both languages over time, never ELs exhibited faster growth rates in Spanish than ever ELs but their growth rates in English were similar. Considering outcomes in the two program languages not only provides a better understanding of emerging bilingual students’ full biliteracy potential, but underscores the value of their language background.

中文翻译：

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新兴双语学生在双语双语教育中代表读写能力增长的公平性

获得二十一世纪关键技能（即双语，双语和全球意识）的希望在过去二十年中导致了双语双语教育（DLBE）计划在美国的迅速普及。尽管具有整合性和累加性，但人们仍对其实施缺乏公平性表示担忧（塞万提斯·索恩，2014年；帕尔默，2010年；瓦尔代斯，1997年，2018年）。在本文中，作者认为DLBE研究几乎专门针对英语结果这一事实造成了不平等。为了代表新兴的双语学生的全部成就，作者设计了一项纵向研究，以研究在美国一个州以两种程序语言提供纵向成绩数据的所有DLBE程序中招收的三年级学生的双语能力增长率。数据是按目前或曾经被归类为英语学习者的学生分类的（曾经委托贷款）和那些谁从来没有被列为委托贷款，包括那些以英语为他们的家庭语言（从未委托贷款）。根据参与者的阅读量表得分估算的三级线性增长模型的结果表明，尽管随着时间的推移，两组在两种语言上的阅读成绩均取得了进步，但西班牙人从未有过比西班牙人更快的增长率，但英语的增长率却更高相似。考虑两种程序语言的结果，不仅可以更好地了解新兴的双语学生的全部双语能力，而且可以强调他们的语言背景的价值。