The aim of this study is to examine within an ecological model the associations of dual language (Spanish/English) competences with the emotional and behavioral well-being of young children of immigrants in kindergarten. Latino children of immigrants (n = 228) from a public school-based community sample were assessed using standardized, comprehensive measures of Spanish and English oral language competence and normed teacher reports on five dimensions of emotional and behavioral well-being and school functioning (interpersonal, intrapersonal, and affective strengths, connection to family, and school functioning). Relevant contextual factors at home (maternal education, poverty, family structure) and school (teacher experience and practices, classroom composition), as well as child factors (non-verbal IQ, gender) were considered. Spanish and English competences accounted for moderate to large portions of variance in all dimensions of well-being. The contributions of child, home, and school variables to well-being were much smaller than language competence, and in most cases, not significant. Our findings suggest that dual language competence is critically associated with the emotional and behavioral well-being and school functioning of Latino children of immigrants.

Given the growing linguistic diversity in U.S. schools, there is a need to better understand how early dual language abilities contribute to later academic achievement. This study investigates English and Spanish oral language proficiencies at kindergarten as predictors of academic performance in third, fourth, fifth, and sixth grades among second-generation Latino children of immigrants (N = 228). Children’s early English and Spanish abilities were directly assessed using the Woodcock Language Proficiency Battery–Revised, and achievement outcomes were obtained from state standardized exams (MCAS) administered in English for English Language Arts (ELA) and Mathematics. A series of multiple regression models controlling for poverty, gender, and maternal education documented that English proficiency at kindergarten predicted ELA and Math performance across all four grade levels. Importantly, early Spanish proficiency uniquely contributed to later achievement above and beyond English, predicting ELA across all four grade levels and Math outcomes in third, fourth, and fifth grades. Overall, models explained moderate proportions of variance in academic performance (R² = 0.20–0.35). Both English and Spanish proficiencies at school entry meaningfully predict long-term academic outcomes, drawing attention to the educational value of supporting the development of children’s dual language abilities. These findings support evidence-based practices and policies that leverage emergent bilingual children’s full linguistic repertoire to promote equitable academic success.