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

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.

Transition from Preschool to Standard One in Botswana Public Primary Schools

Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools. Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts. Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition. Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.

Perspectives and Paradigms of Bilingualism Concerned to Teaching and Learning in the Indian Education System

Bilingualism has been emerged as a familiar subject in the existing Indian scenario due to the distribution of multilingual culture in different geographical regions. Having proficiency in minimum two languages has been an indispensable necessity for all Indians. The English language has become a mandatory subject for all educated Indians. There is a paradigm shift in this regard, making all Indians essentially learn the English Language as a part of the three language system in Indian education. Different methods of teaching the English language is adopted in India. This paper focuses on all perspectives associated with the impact of bilingualism on teaching and learning of English in India, with a special emphasis on Transitional bilingual education. The ideology of guiding learners of the English language with a backdrop of bilingualism is duly highlighted.

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

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.

Let’s Create a Harmonious and Peaceful World through Quality Bilingual Education! Indigenous Tsotsil Children and Their Languages the Solution!

The purpose of this paper is to underline the implications that language endangerment has, not only for the speakers of a specific language, but for the entire world as losing a language involves the disappearance of cultural, spiritual and intellectual knowledge as well as cultural identity. Many indigenous languages in Mexico, for example, have been in danger as Spanish, the dominant language of the country, has put them at a disadvantage. Transitional bilingual education has been used to achieve such a goal. Since this has been the case, some indigenous communities have taken the initiative to work diligently to preserve and promote their native language and culture despite the sociopolitical, economic and educational pressures they face. An example of that is the Mayan Tsotsil community in Chiapas in southern Mexico. This paper offers a summary of the findings of the qualitative research study that was conducted to explore the situation of the Tsotsil language at a Spanish-Indigenous Tsotsil elementary bilingual school in Chiapas. Tsotsil children and their teacher show that it is possible to preserve and promote the Tsotsil language when working together as a community. It is concluded that quality bilingual education and inclusive schools can be great tools that can contribute to have a harmonious and peaceful world.

The Additive Advantage and Bilingual Programs in a Large Urban School District

The current study analyzes the relationship between elementary school reading achievement and participation in the following language acquisition programs—transitional bilingual, developmental, two-way bilingual immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the study uses multilevel models to examine Spanish and English reading outcomes for evidence of an “additive advantage” associated with programs that pursue full proficiency in students’ home language and English. Set in a large urban school district in Texas, this research finds that participants in the most additive program, two-way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way programs demonstrated similar Spanish reading growth, and developmental students had significantly slower growth than transitional students.