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However, less is known about the effect(s) of DLI on majority-language speakers\u2019 native English skills. Prior studies largely used accuracy-focused measures to index children\u2019s language skills; it is possible that processing-based tasks are more sensitive to the effects of DLI experience.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methodology:<\/jats:title>\n                    <jats:p>Thirty-three monolingual native English-speaking children attending English-only classrooms and thirty-three English-speaking children attending English-Spanish DLI matched in age, gender, nonverbal IQ, and socio-economic status were tested twice, 1\u2009year apart, on standardized and processing-based measures of English vocabulary and morphosyntax.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Analysis:<\/jats:title>\n                    <jats:p>We ran linear mixed-effects models to examine the extent to which group and time would predict scores on knowledge-based measures of vocabulary and morphosyntactic knowledge, as well as accuracy and reaction times on processing-based measures of English vocabulary and morphosyntax.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Findings:<\/jats:title>\n                    <jats:p>Results revealed comparable levels of growth in English for both groups. A subtle effect of DLI was observed on a lexical-decision task: bilinguals were slower in Year 1 but both groups were equally efficient in Year 2. These results indicate that DLI programs have minimal impact on majority-language speakers\u2019 native-language skills in the age-range tested.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Originality:<\/jats:title>\n                    <jats:p>This study is the first to longitudinally examine processing-based native language outcomes in bilingual children in DLI classrooms.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Significance:<\/jats:title>\n                    <jats:p>We do not find evidence that DLI exposure carries a cost to native language development, even when indexed by processing measures. This should reassure parents, educators, and policymakers in that there are no downsides to DLI.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13670069221122679","type":"journal-article","created":{"date-parts":[[2022,9,15]],"date-time":"2022-09-15T08:26:32Z","timestamp":1663230392000},"page":"815-841","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":3,"title":["Immersion in dual-language programs does not impede children\u2019s native language processing"],"prefix":"10.1177","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2366-3849","authenticated-orcid":false,"given":"Anne","family":"Neveu","sequence":"first","affiliation":[{"name":"University of Wisconsin\u2013Madison, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ishanti","family":"Gangopadhyay","sequence":"additional","affiliation":[{"name":"Indiana University, Bloomington"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Susan","family":"Ellis Weismer","sequence":"additional","affiliation":[{"name":"University of Wisconsin\u2013Madison, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Margarita","family":"Kaushanskaya","sequence":"additional","affiliation":[{"name":"University of Wisconsin\u2013Madison, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2022,9,15]]},"reference":[{"key":"bibr1-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1177\/1367006918781060"},{"key":"bibr2-13670069221122679","doi-asserted-by":"publisher","DOI":"10.3102\/0034654310368803"},{"key":"bibr3-13670069221122679","volume-title":"Improving schooling for language-minority children: A research agenda","author":"August D.","year":"1997"},{"key":"bibr4-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1016\/j.jml.2012.11.001"},{"issue":"1","key":"bibr5-13670069221122679","volume":"12","author":"Bates D.","year":"2015","journal-title":"Convergence"},{"key":"bibr6-13670069221122679","doi-asserted-by":"publisher","DOI":"10.2307\/1128353"},{"key":"bibr7-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1177\/026765838700300205"},{"key":"bibr8-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1016\/j.bandl.2008.09.001"},{"key":"bibr9-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1017\/S1366728909990423"},{"key":"bibr10-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-7687.2004.00351.x"},{"key":"bibr11-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716412000288"},{"key":"bibr12-13670069221122679","doi-asserted-by":"publisher","DOI":"10.21832\/9781847694041-005"},{"key":"bibr13-13670069221122679","doi-asserted-by":"publisher","DOI":"10.1177\/1367006910370917"},{"key":"bibr14-13670069221122679","first-page":"125","volume-title":"Bilingual education","author":"Bostwick R. 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