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.

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.

Bilingual Education

2013 ◽  
Author(s):  
Luz Y. Herrera ◽  
Carla España ◽  
Ofelia García
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
The United States ◽  
Education Programs ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Education Act

“Bilingual education” refers to the use of two languages in education for different purposes. In the United States, bilingual education has been used to educate Latinxs throughout history, especially after the passage of the Bilingual Education Act (1968) and the judicial decision of Lau v. Nichols 1974 that followed on the civil rights era. Sometimes bilingual education aims to develop both the English and the Spanish of Latinxs, but often its sole aim is to ensure that Latinxs who are new to English understand the subject matter and learn English well. Bilingual education programs for Latinxs are usually classified in three types. (1) Developmental maintenance bilingual education aims to make Latinx students bilingual and biliterate and is available regardless of language proficiency. (2) Transitional bilingual education is available only to those who are considered “English-language learners” (here referred to as “emergent bilinguals”) until they can show proficiency in English. (3) Two-way bilingual education programs (often called “dual language”) are available to a balanced number of Latinxs who are developing English and students who are English speakers, and also aim to make students bilingual and biliterate in each other’s language, under a policy of strictly separating the two languages. Developmental maintenance bilingual education programs fell into disfavor in the 1970s because of fears of Latinx linguistic and cultural autonomy. Even transitional bilingual education programs, supported by the Bilingual Education Act since 1974, were under attack. However, two-way bilingual education programs are growing slowly. While Arizona’s ban on bilingual education still stands today, both California and Massachusetts have overturned their bilingual education ban after legislative moves that reversed Proposition 227 in 2016 and Question 2 in 2017, respectively. The greater support for two-way bilingual programs has to do with the inclusion of language-majority children. For Latinx children, these programs are often the only way to develop their biliteracy, and many so-called dual language programs are really “one-way” programs, constituted solely of Latinx students at different points on the bilingual continuum. Despite their promises, dual-language bilingual education programs have a policy of separating the two languages strictly, and often they do not leverage the bilingual language practices of bilingual communities—what some call “translanguaging.” Latinxs were the focus of the bilingual education literature in the United States throughout the second half of the 20th century, and bilingual education was understood as an instrument for their educational equity. But with the emphasis on English-language acquisition under No Child Left Behind, and an increasing number of immigrants from different language groups, the focus of the bilingual education literature has changed from Latinxs to the more general focus on English-language learners. In this article, “Latinx” is used as a more inclusive, gender-neutral term to address people of Latin American and Caribbean descent.

Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure

2012 ◽  
Vol 34 (4) ◽  
pp. 673-696 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
SUSAN C. LEVINE
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Oral Language ◽  
English Language ◽  
Language Skills ◽  
Syntactic Complexity ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
Oral Language Skills

ABSTRACTThis study examined the relation between young English language learners’ (ELL) native oral language skills and their language input in transitional bilingual education kindergarten classrooms. Spanish-speaking ELLs’ (n = 101) Spanish expressive language skills were assessed using the memory for sentences and picture vocabulary subtests of the Woodcock Language Proficiency Battery—Revised. Samples of transitional bilingual education teachers’ (n = 21) speech were recorded and coded for syntactic complexity and vocabulary usage. Results revealed considerable variation in ELLs’ language scores, with overall performance below the normative sample. There was also wide variation in teachers’ speech across classrooms. Hierarchical linear modeling revealed that gains in ELLs’ expressive language skills were positively related to the diversity of teachers’ vocabulary and teachers’ syntactic complexity. These findings suggest that the quality of teachers’ language input, not just the quantity of their input, plays a significant role in the language learning trajectories of ELLs.

scholarly journals Spanish Heritage Language Learners: A Review of Literature Analyzing Their Preference of the English Language

2020 ◽  
Vol 8 (2) ◽  
pp. p56
Author(s):  
Hilda Guillen-Ramos ◽  
Tonya Huber
Keyword(s):  
Language Learners ◽  
Dual Language ◽  
Heritage Language ◽  
English Language ◽  
Heritage Language Learners ◽  
Language Programs ◽  
Transitional Bilingual ◽  
Transitional Bilingual Education ◽  
American Schools ◽  
New Research

The increased number of Spanish Heritage Language (SHL) speakers in American schools has called for the need of new research focused on SHL students, their parents, their teachers, and a profound analysis of best instructional practices for this individualized group of students. The purpose of this thorough analysis of peer-reviewed literature is to evaluate language programs for the growing SHL student population in elementary schools. A careful look into this growing population will help evaluate the educational programs provided to SHL students such as the Dual Language (DL) immersion program and the Transitional Bilingual Education program (TBE). This review addresses why students walk into an elementary classroom as an SHL and English language bilingual and subsequently become monolinguals as they progress in their elementary school years. Recognizing the factors that lead to a student’s language preference can assist parents, teachers, and the education system in developing an academic structure that will promote bilingualism and biliteracy for SHL learners.

scholarly journals Dual Language Program Models and English Language Learners: An Analysis of the Literacy Results from a 50/50 and a 90/10 Model in Two California Schools

2019 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Jatnna Acosta ◽  
John Williams III ◽  
Brittany Hunt
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Program Model ◽  
Language Program ◽  
Language Programs ◽  
Dual Language Program ◽  
California Schools

This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools’ websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of bilingual education, dual language programs aim to provide students with instruction in two languages which will allow them to become fully bilingual and develop biliteracy skills. The intended purpose of biliteracy is for students to demonstrate reading and writing proficiency in both instructional languages. Although California implements a variety of dual language program models, this paper provides an overview and comparison of the 50/50 and 90/10 models as they are implemented in two California schools with similar demographics. This paper provides an analysis of the English Language Arts/literacy results of ELLs under both program models as depicted on the California Assessment of Student Performance and Progress to determine which model is most effective in its literacy instruction of language minority students. The findings indicate that ELLs demonstrate higher levels of literacy proficiency under the 90/10 program model. These findings have implications for native language proficiency and the preservation of the mother tongue.

scholarly journals Language testing

2007 ◽  
Vol 40 (3) ◽  
pp. 268-271
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Public Schools ◽  
Bilingual Education ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
National Association ◽  
Research Journal

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