Bilingualism for All: Two-Way Immersion Education in the United States

Christian, Donna; Howard, Elizabeth R.; Loeb, Michael I.

doi:10.1207/s15430421tip3904_9

Cited by 59 publications

(48 citation statements)

References 10 publications

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“…Positive results, however, have been reported in evaluations of dual language immersion programs (Christian, Howard, & Loeb, 2000;Lindholm-Leary, 2001). Actually, the literacy needs of Latino students might be met best in these programs.…”

Section: Promising Instructional Modelsmentioning

confidence: 99%

Fostering the Literacy Development of Latino Students

Jiménez¹

2017

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The literacy achievement gap between White and Latino students has remained relatively static, as has progress in literacy for Latino students (NCES, 1998a). Valencia (1991) has written about what he calls the persistent, pervasive, and disproportionate academic failure of Chicano students. Valencia's assessment could reasonably be extended to other groups of Latino students, particularly those of Puerto Rican descent and also, possibly, students from Central American backgrounds.Latino students have attracted the attention of educators, legislators, and the public in general because Latinos now constitute the largest group of minority students in U.S. schools, calculated at 13.5 percent of the total (NCES, 1998b). Latinos experienced a 59 percent growth rate during the 1990s (Pace, 2001).Invariably, many students who are English language learners and who also are having difficulties with literacy will have contact with professionals in special education (Allington, 1989;Gersten, Brengelman, & Jimenez, 1994). This is partly because of the high rate of growth of limited English proficient (LEP) students in regions and cities that have not previously served this population.Of concern is that the professional development necessary to effectively address the needs of students from culturally and linguistically diverse backgrounds is not widely available. Because special education teachers often are called upon when students fail to "learn on schedule" or at what is considered an appropriate pace considering their age, they need information and support if they are to serve as student advocates. Cummins (1986) argues persuasively that students from language minority backgrounds are either empowered or disabled to the extent that "professionals involved in assessment become advocates for minority students rather than legitimizing the location of the problem in the student" (p. 21). Advocacy, of course, requires more than simply good intentions. Professionals who are effective in working with second language learning students are familiar with the unique learning needs of this population. EDUCATIONAL ISSUESThe issues dealt with in this article examine the following roles played by teachers and educators, students, students' communities, and the larger societal context: (a) the professional development of educators, both preservice and inservice; (b) the optimal mix of Robert Jimenez is an associate professor, University of Illinois at Urbana Champaign.

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Section: Promising Instructional Modelsmentioning

confidence: 99%

Fostering the Literacy Development of Latino Students

Jiménez¹

2017

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“…The DL program in this study applied a 50:50 instructional model for grades K-5 where students spend half the instructional day in English and half in Spanish throughout the length of the program (Christian et al, 2000;Lindholm-Leary, 2004). The DL program in this study was also well designed and followed guiding principles cited by researchers as necessary to develop effective bilingual education programs (Christian et al, 2000;Collier &Thomas, 2001;Lindholm-Leary &Block, 2010).…”

Section: Methodsologymentioning

confidence: 99%

“…This approach focuses on developing literacy in two languages (Office of English Language Acquisition, 2008). DL programs are long term programs, usually 4-6 years, that use English and the native language to teach content and language objectives (Christian, Howard & Loeb, 2000;Collier, 1995; Lindholm-Leary, Howard & Christian, 2003;Valverde and Armendáriz, 1999). DL programs provide instruction in each language for a percentage of the school day.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The first DL model is the 90:10, which starts with 90% instruction in the native language and 10% instruction in English during early elementary grades and transitions to 50% English and 50% native language by upper elementary. The second DL model is 50:50, and 50% of the instruction in English and 50% of the instruction in the native language throughout the length of the program (Christian et al, 2000). DL programs implement the major tenets of second language acquisition theory which assumes that students who become highly proficient in their native language become very successful second language learners.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The DL program in this study had several program goals cited by researchers as necessary to develop effective bilingual education programs (Christian et al, 2000;Collier &Thomas, 2001; Lindholm-Leary &Block 2010). These program goals included:…”

Section: Treatmentmentioning

confidence: 99%

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The Effects of Two Curriculum Interventions on the Academic Achievement of English Language Learners

Rhame¹

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Advisor: James Esposito English language learners (ELLs) comprise a rapidly growing subgroup within the K-12 student population and schools struggle to find instructional programs that can effectively teach both English and academic content. The study explored the differences in academic achievement for students enrolled in two popular and successful instructional programs, an English-only (ESL) or a dual language immersion (DL) program. The purpose of the study was to determine the extent to which pre-test proficiency level, gender, race, and identification as a student with disabilities (SWD) accounted for the variability in academic achievement for students enrolled in an ESL or a DL instructional program.Stepwise multiple linear regression analyses were used to determine the extent of variability in academic achievement accounted for by pre-test proficiency level, gender, race, and identification as student with disabilities (SWD) for students enrolled in an ESL or DL instructional program in five academic areas; overall proficiency, reading proficiency, writing proficiency, listening proficiency, and speaking proficiency.Regression analyses revealed that SWD was a significant variable accounting for the largest percentage of variability no matter the instructional program. The data also demonstrated that the independent variables accounted for more variability in achievement for students enrolled in a DL program versus students enrolled in an ESL program. Further analysis revealed that ESL students had greater gains in proficiency than DL students in three out of the five academic areas studied. Implications for practitioners and further research based on the findings are also presented in the study.

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Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

et al. 2014

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In this article, we report two studies that compared the development of English and French language and literacy skills in French immersion students identified as native English speakers (EL1s) and English learners (ELs). In study 1, 81 EL1s and 147 ELs were tested in the fall and spring terms of grade 1. The EL1s and ELs had similar outcomes and comparable gains in English phonological awareness and word reading. Comparable performance was observed on all the French measures (phonological awareness, receptive vocabulary, word reading, and reading comprehension). Only in English receptive vocabulary did the EL1s outperform the ELs. In study 2, a subset of the students in study 1 was followed into grades 2 and 3 (36 EL1s and 33 ELs). Overall, the EL1s and ELs demonstrated similar performance and gains in English phonological awareness, word reading, and reading comprehension in grades 2 and 3. The EL1s outperformed their EL peers in English expressive and receptive vocabulary across all grades, despite more rapid growth among the ELs. At the same time, outcomes on all of the French measures were comparable between the two groups. The findings of remarkably comparable performance by the EL1s and ELs suggest that overall, French immersion does not impede English language and literacy skill development in ELs, making it a viable option for these students.

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Bilingualism for All: Two-Way Immersion Education in the United States

Cited by 59 publications

References 10 publications

Fostering the Literacy Development of Latino Students

Fostering the Literacy Development of Latino Students

The Effects of Two Curriculum Interventions on the Academic Achievement of English Language Learners

Development of English and French Language and Literacy Skills in EL1 and EL French Immersion Students in the Early Grades

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