Native Language Proficiency, English Literacy, Academic Achievement, and Occupational Attainment in Limited-English-Proficient Students: A Latent Growth Modeling Perspective.

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The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, background): “Findings indicate that bilingual instruction does not interfere with academic achievement in either language (August & Shanahan, 2006; Guglielmi, 2008), and children are able to apply some literacy skills acquired in their first language to the second language (Dressler & Kamil, 2006; Páez & Rinaldi”
Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Similarly, Guglielmi (2008) articulated a model describing the pathways through which the bilingual education of limited-English-proficiency students affects long-term academic and occupational outcomes.”
English Language Learners' Access to and Attainment in Postsecondary Education. (2013, background): “However, researchers in the past have expressed dissatisfaction with this variable, arguing that the use of this variable results in false positive identification of ELLs (Guglielmi, 2008; Strang, Winglee, & Stunkard, 1993).”