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.

Partner-Language Learning Trajectories in Dual-Language Immersion: Evidence From an Urban District

2016 ◽  
Vol 49 (3) ◽  
pp. 415-433 ◽  
Author(s):  
Susan Burkhauser ◽  
Jennifer L. Steele ◽  
Jennifer Li ◽  
Robert O. Slater ◽  
Michael Bacon ◽  
...  
Keyword(s):  
Language Learning ◽  
Dual Language ◽  
Language Immersion ◽  
Learning Trajectories ◽  
Urban District ◽  
Dual Language Immersion

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.

Does long-term dual-language immersion affect children’s executive functioning?

2021 ◽  
Vol 208 ◽  
pp. 105127
Author(s):  
Anne Neveu ◽  
Kimberly Crespo ◽  
Susan Ellis Weismer ◽  
Margarita Kaushanskaya
Keyword(s):  
Executive Functioning ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Immersion

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.

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.

Developing a Personalized, Educational Gaming Experience for Young Chinese DLI Learners

2018 ◽  
pp. 253-274
Author(s):  
Frederick J. Poole ◽  
Joana Franco ◽  
Jody Clarke-Midura
Keyword(s):  
Elementary Students ◽  
Game Design ◽  
Dual Language ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
Self Regulated Learning ◽  
Screen Capture ◽  
Learning Data

In this chapter, a design-based approach was used to investigate the effectiveness of a story-driven game designed to improve elementary Chinese dual language immersion (DLI) learners reading strategies by fostering self-regulated learning. To facilitate reading comprehension and increase vocabulary development, learners are empowered with an in-game notebook which allows them look up and review new vocabulary words. The authors argue that game design features such as the in-game notebook and meaningful in-game choices have the potential to not only motivate learners to persist in reading a second language, but also provide them with the tools needed to regulate and promote their own vocabulary learning. Data were collected from Chinese DLI elementary students who played this game individually with a researcher. These data include log data, screen capture video of gameplay, and post-gameplay interviews. In the findings, successes and failures of the current game design are presented and suggestions for future designs aimed at supporting young Chinese DLI learners are provided.

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