Is native-speakerism impacting the Dual Language Immersion teacher shortage?

Multilingua ◽  
2019 ◽  
Vol 38 (6) ◽  
pp. 675-686 ◽  
Author(s):  
Cathy Amanti
Keyword(s):  
United States ◽  
Dual Language ◽  
English Language ◽  
School Administrators ◽  
Teacher Shortage ◽  
The United States ◽  
Language Immersion ◽  
English Language Teaching ◽  
Dual Language Immersion ◽  
Language Immersion Education

Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.

The Effects of Transitional Bilingual Education vs. Dual Language Immersion on English Language Learners' Reading Assessment Scores

2018 ◽  
pp. 132-145
Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Reading Assessment ◽  
Language Immersion ◽  
Transitional Bilingual ◽  
Dual Language Immersion ◽  
Transitional Bilingual Education

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.

Dual-Language Immersion Education at Scale: An Analysis of Program Costs, Mechanisms, and Moderators

2018 ◽  
Vol 40 (3) ◽  
pp. 420-445 ◽  
Author(s):  
Jennifer L. Steele ◽  
Robert O. Slater ◽  
Jennifer Li ◽  
Gema Zamarro ◽  
Trey Miller ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Dual Language ◽  
Randomized Study ◽  
Outcome Data ◽  
Language Immersion ◽  
Urban District ◽  
Dual Language Immersion ◽  
Race Ethnicity ◽  
Language Immersion Education ◽  
Program Costs

Using input and outcome data from a randomized study of dual-language immersion programs in an urban district, we examine the mediating relationships of dosage, expenditures, and classroom characteristics to students’ academic performance, and the moderating role of students’ race/ethnicity. Differential costs of immersion were concentrated at the district level and were modest, at about 2% to 4% of per-pupil spending annually. We estimate that an additional US$100 spent per immersion student in a given year was associated with an additional 8% of a standard deviation in language arts performance in English, which was just over one third of the causal point-in-time enrollment effect of 22% of a standard deviation. We find no generalizable evidence of differential effects by race/ethnicity.

The Effects of Transitional Bilingual Education vs. Dual Language Immersion on English Language Learners' Reading Assessment Scores

2022 ◽  
pp. 1396-1410
Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Reading Assessment ◽  
Language Immersion ◽  
Transitional Bilingual ◽  
Dual Language Immersion ◽  
Transitional Bilingual Education

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.

Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools

2016 ◽  
Vol 16 (1) ◽  
pp. 32-51 ◽  
Author(s):  
Jane Younga Choi ◽  
Jin Sook Lee ◽  
Janet S Oh
Keyword(s):  
Extracurricular Activities ◽  
Oral Language ◽  
Dual Language ◽  
Developmental Stages ◽  
Immigrant Families ◽  
The United States ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
English Only ◽  
At Home

In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; interviews with parents and children; and fieldnotes based on observations at home, at school, and during extracurricular activities. All of the children, regardless of school setting, showed increases in English proficiency; however, their Korean development varied. We found that English opportunities were widely accessible for all of the participants; however, opportunities to use Korean were starkly different between the two cities. The families who resided in communities with few Korean resources needed more financial and temporal resources to attain regular exposure to Korean, which suggests that supporting the development of a less-commonly spoken heritage language in the United States (e.g. Korean) may not be accessible to all immigrant families. Finally, we found that for children in the developmental stages of bilingualism, purposeful and deliberate instruction (particularly in vocabulary and grammar) and diverse opportunities to practice both languages are continuously needed.

PATTERNS AND MEANINGS: USING CORPORA FOR ENGLISH LANGUAGE TEACHING AND RESEARCH.Alan Partington. Amsterdam: Benjamins, 1998. Pp. vii + 162. $50.00 cloth, $24.95 paper.

2001 ◽  
Vol 23 (1) ◽  
pp. 133-134
Author(s):  
John Swales
Keyword(s):  
United States ◽  
Corpus Linguistics ◽  
English Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
The United States ◽  
English Language Teaching

Partington has produced an attractive and useful introduction to the field of applied corpus linguistics, a field that has been around for 40 years (since the Brown corpus) but is only now coming into its own in the United States. The volume is attractive for three main reasons: it is clearly and pleasantly written, it quotes extensively and appropriately from the earlier general and applied linguistics literature, and it contains an impressive range of examples consisting of concordance lines followed by commentary and analysis.

scholarly journals Teaching English in the United States: Looking Back and Moving Forward towards a Brighter Future

2018 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Tammy Oberg De La Garza ◽  
Erin Mackinney
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
The United States ◽  
Language Instruction ◽  
English Language Instruction ◽  
Brighter Future ◽  
Looking Back

<p><em>This article provides a historical overview of English language instruction in the United States as well as a spectrum of the current models used in schools. From subtractive methods to additive approaches, the benefits of each are explored. This work highlights the rapidly expanding movement towards Dual Language instruction for English language learners, and the advantages it brings to students, schools and the community. The authors examine future considerations for Dual Language programming and the escalating need for these qualified and specialized educators.</em></p>

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.

Sign in / Sign up

Export Citation Format

Share Document