Sustaining a Dual Language Immersion Program: Features of Success

Abstract

The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. This research looks at one elementary campus that has implemented a 2-way dual language program for more than a decade. Findings indicate that pedagogical equity, qualified bilingual teachers, active parent-home collaboration, and knowledgeable leadership contributed to the program's success. Key words: dual language education, leadership in bilingual programs, successful factors in bilingual educationThe continued growth in the number of speakers of languages other than English is reflected in the rapidly increasing number of students in U.S. schools for whom English is a second language. Data from the National Center for Education Statistics (2005) show that the number of school-age children who spoke a language other than English reached almost 10 million in 2004. Such a dramatic increase continually challenges educators to provide effective language programs with JOURNAL

Bilingual education in the United States: an historical overview and examination of two-way immersion

“…Staffing is counted as one of the important factors in various studies (Alanis and Rodriguez 2008;Senesac 2002). It is challenging to employ and/or retain good bilingual teachers (Day and Shapson 1996).…”

IJELM 4(2) July 2016

“…Principals' knowledge and perceptions of how programs should be implemented is also important when implementing programs for ELLs because negative attitudes, prejudices, and misinformation about bilingual education/second language programs may lead to inappropriate practices (Alanis & Rodriguez, 2008;Lindholm-Leary, 2001;Rodriguez, 2009). Considering the key role that principals play in the successful implementation of programs for ELLs and their potential impact on students' academic success and teacher retention, it is important to investigate principals' knowledge and perceptions of the second language programs that are being implemented in their schools.…”

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

“…There are strong proponents of the dual language method (Alanís & Rodriguez, 2008;Genesee et al, 2005) as well as the English only method (Echevarria, Short, & Powers, 2006;Rossell, 2005). As a result, school districts may employ more than one instructional program.…”

“…Lindholm-Leary and Hernandez also found that 85% of the ELLs in their study were on their way to achieving English language proficiency and cite this as an indication that the "additive bilingualism and biliteracy" (2011, p. 542) of DL programs allow students to achieve success mastering academic English. Alanís and Rodriguez (2008) analyzed Texas state assessment test (TAKS) scores, a summative measure, in their study on the academic achievement of fifth grade ELLs who received instruction in a DL program. The study centered on a well established elementary DL program using the 90/10 model.…”

“…The study centered on a well established elementary DL program using the 90/10 model. Alanís and Rodriguez (2008) developed their study to answer the questions of participation in the program as a contributing factor to academic achievement and factors that allow for the sustainability of the DL program. The procedures included site visits and observations of DL classrooms and interviews with DL teachers.…”