A review of Korean/English and Mandarin/English dual language programs in the United States

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jin Sook Lee ◽  
Tiange Wang
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
Dual Language ◽  
Empirical Studies ◽  
The United States ◽  
Language Immersion ◽  
Language Programs ◽  
Dual Language Immersion ◽  
European Languages ◽  
Immersion Programs

Abstract The benefits of dual language immersion (DLI) instruction, both one-way and two-way immersion programs, have been widely documented through empirical studies spanning nearly five decades. In the U.S. context, most research to date on DLI education has been based on Spanish/English programs, which offer instruction in two Indo-European languages that share many typologically similar features. In light of the fact that there has been a growing trend in programs of other language combinations, such as Mandarin and English, it is necessary to understand how different partner language combinations in DLI programs may impact students’ learning outcomes. Thus, by surveying research on Korean/English and Mandarin/English DLI programs, this paper examines how DLI programs that operate in languages with significantly different linguistic typologies and different scripts affect students’ academic achievement and their development of bilingual proficiency. Based on the studies reviewed, areas for further research to advance our understanding of how DLI programs in English and Korean or Mandarin can effectively and efficiently develop students’ bilingualism/biliteracy and academic achievement are proposed.

Translanguaging practices of students in science and math classes in a Chinese/English dual language bilingual program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaochen Du
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Language Programs ◽  
Dual Language Immersion ◽  
Implementation Challenges ◽  
Immersion Programs ◽  
Science Classes ◽  
Dual Language Bilingual Education

Abstract This article is focused on the discussion of three 4th grade students’ translanguaging practices in math and science classes in a Mandarin/English one-way dual language immersion program. In the U.S., the number of dual language immersion programs is increasing. While research strongly supports the benefits of bilingual programs, implementation challenges caused by a “dual” perception seem to remain unsolved. This article presents data excerpts collected and analyzed from a multi-case study to describe and discuss students’ translanguaging practices and their benefits in content learning contexts. Findings reveal that bilingual students are engaged in highly flexible and dynamic language use for meaningful learning, which contradicts the monolingual ideology permeated in dual language programs. In addition, findings from this study contribute to the understanding of Chinese/English bilingual students’ translanguaging practice in their learning, which contributed to the research on students’ linguistic practice in dual-language bilingual education.

Bilingualism and Biliteracy

2020 ◽  
Author(s):  
Penelope Collins ◽  
Tien Thuy Ho
Keyword(s):  
Academic Achievement ◽  
Bilingual Education ◽  
Minority Students ◽  
Dual Language ◽  
Language Minority ◽  
Language Immersion ◽  
Language Minority Students ◽  
Dual Language Immersion ◽  
Immersion Programs ◽  
Language Literacy

Internationally, there has been growing commitment to bilingual education among policymakers, educators, and researchers. Bilingualism and biliteracy are not uncommon, as more than half the world’s population speaks and learns to read more than one language. Growing globalization in commerce and immigration have motivated countries across the globe to adopt policies promoting bilingual education. Bilingual education reflects any curriculum that strategically uses two or more languages in instruction. These programs reflect one of two primary goals: supporting language-minority students in the acquisition of language, literacy skills, and academic content in the dominant language of the community; or enabling students to develop language, literacy, and academic skills in an additional language. Although most programs serving language-minority students are subtractive in nature, using the home language to serve language and academic achievement in the majority language, dual-language immersion programs are growing in popularity. Dual-language immersion programs and immersion programs serving language-majority students reflect additive approaches to bilingual education, and their students have been found to perform as well as or better than their monolingual peers. Becoming biliterate requires students to develop skill in engaging with and making sense of texts in two languages that vary both orally and in their writing systems. Developing word-level and text-level skills in two languages involves a common set of cognitive processes that may transfer across languages. Instructional practices promoting language, literacy, and academic achievement in both languages include high-quality literacy instruction, translanguaging within classrooms, content-based instruction, and fostering responsive classroom climates that value linguistically diverse students and their home cultures.

Keeping Up with the (Zh)oneses: Language Immersion and School Choice

2021 ◽  
pp. 001312452110273
Author(s):  
Edward Watson
Keyword(s):  
School Choice ◽  
Dual Language ◽  
Language Immersion ◽  
Racial Groups ◽  
Structured Interviews ◽  
Self Identity ◽  
Dual Language Immersion ◽  
Black And White ◽  
Immersion Programs ◽  
White Parents

Dual language immersion programs are growing in popularity across America. This article examines the explanations middle-class parents of various racial/ethnic backgrounds give for enrolling their children in Mandarin Immersion Programs. The author addresses the following questions: Why do American parents enroll their children in Mandarin Immersion Programs? How do parents from different racial groups frame the benefits of immersion? The analysis relies on a mixed-method approach using survey data ( N = 500) to highlight motivations of parents without an ethnic background related to the language, supplemented with 15 semi-structured interviews with Black and White parents of children enrolled in schools with Mandarin Immersion Programs. The study finds that parents frame the benefits of an educational investment differently by race. White parents take a pragmatic stance of greater future returns while Black parents hope immersion will help construct a stronger self-identity. These findings show the influence a burgeoning global society has on parental educational choices.

scholarly journals Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design

2019 ◽  
Vol 12 (10) ◽  
pp. 108
Author(s):  
Roslyn J. F. Billy ◽  
Carmen Medina Garriguez
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Dual Language ◽  
English Language ◽  
Language Education ◽  
Linguistically Diverse ◽  
The United States ◽  
Dual Language Education ◽  
Language Programs ◽  
Allocation Of Time

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.

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