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.

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.

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

scholarly journals Racist and Raciolinguistic Teacher Ideologies: When Bilingual Education is “Inherently Culturally Relevant” for Latinxs

2021 ◽  
Author(s):  
Laura C. Chávez-Moreno
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Dual Language ◽  
English Language ◽  
Culturally Relevant ◽  
Ethnographic Study ◽  
Language Teachers ◽  
Racial Consciousness ◽  
Dual Language Program ◽  
Teacher Ideology

AbstractMany schools attempt to address the needs of “English-language learners,” who usually are Spanish-dominant Latinxs, by offering dual-language (DL) bilingual education. While undertaking a larger ethnographic study of one such secondary-level dual-language program, I examined how dual-language teachers understood the program as equitable for Latinxs. I found that teachers believed DL met Latinxs’ needs by providing Spanish-language/biliteracy schooling, which deemphasized the need for explicitly enhancing youths’ critical consciousness. This teacher ideology of assuming DL is “inherently culturally relevant” led to significant issues. For example, teachers believed DL would improve Latinxs’ academic achievement, but when teachers perceived Latinx achievement was not on par with White dual-language students’ outcomes, teachers made sense of Latinxs’ underperformance in DL through racist explanations and did not interrogate the program’s cultural relevance. Specifically, teachers pointed to the program not providing Latinxs the needed Spanish input even though the Latinx students self-identified as bilingual and were the “Spanish-dominant” students, and teachers pointed to Latinxs’ cultural and familial deficits. I argue teachers overlooked critical-racial consciousness as an important component of an equitable education. Implications include for teachers to cultivate their critical-racial consciousness, interrogate raciolinguistic ideologies, and define an equitable DL as centering critical-racial consciousness.

Mexican Heritage ELL and Native English Speaker Interaction

2016 ◽  
pp. 334-364
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

Mexican Heritage ELL and Native English Speaker Interaction

2019 ◽  
pp. 1147-1177
Author(s):  
Lisa Winstead
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Depth Information ◽  
Language Program ◽  
Dual Language Program ◽  
Language Strategies ◽  
Tandem Learning

This case study explores 1) the potential of a dual language program that provides an English Language Learner (ELL) and a Spanish Learner (SL) with opportunities to engage in authentic as well as mutual language exchange; and, 2) the multiple types of language strategies employed by adolescents to teach and learn language from one another in tandem learning situations. Findings from a transcription analysis of 12 English and Spanish videotaped sessions of one dyad reveal novel and in depth information about strategies utilized in compensatory, administrative, and social ways to extend the flow of communication in tandem learning. Findings indicate that tandem language learning not only provides a space for language learners to engage in plural strategies to promote teaching and learning, but also learner metacognition when peer learners employ interlingual and plurilingual measures to compensate for language gaps. Implications for the study of online tandem language learning are also highlighted.

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.

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.

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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