The Literacy Development of English Language Learners in Transitional Bilingual Education Program

Abstract

This literature review mainly examines the empirical researches on the Spanish and English literacy development and achievement of the English language learners in the transitional bilingual education program compared with the students in the English-only programs. Spanish-speaking English language learners in transitional bilingual programs are provided with not only introductions in English as a second language but also their native language support in their academic study. In addition, bilingual instructions of teachers have also been investigated to understand how they influence the literacy development of the English language learners, including their Spanish oral proficiency, morphological awareness, and writing skills cross-language relations between English and Spanish. Spanish language learning and Spanish instructions that Spanish-speaking English language learners received did not hinder their English performances.