The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is ...reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on ...standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context.
This article presents research that highlights the success of dual language education for student participants, both native English speakers and English language learners, from a variety of ...demographic backgrounds at both the elementary and secondary levels. However, there are a number of challenges that can impede the quality of implementation in dual language programs. This article identifies and discusses some of these important challenges facing dual language programs, including issues related to program design, accountability, curriculum and instruction related to biliteracy, and bilingual language development. In addition, implications for practice are presented to address some of these challenges.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NMLJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program ...and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
The purpose of this research was to better understand the bilingual and biliteracy skills of Spanish-speaking low-socio-economic status (low-SES) children who attended an English or a bilingual ...programme during preschool and kindergarten/first grade, and to determine whether their outcomes varied according to instructional language and primary language proficiency. Subjects included 254 kindergarten through second grade (ages 4-7 years) Hispanic students who were low-SES, spoke Spanish as their primary language, and who had parents with low levels of formal education. Results showed that these children entered preschool with very low levels of language and literacy skills in Spanish and English, but made excellent gains regardless of the language instructional programme they attended. Children in English vs. bilingual instruction had significantly higher scores in Spanish and English language and literacy skills at preschool entry than children entering bilingual programmes, but these differences disappeared by first or second grade entry, and children instructed in English showed deteriorating Spanish language scores. Finally, among children instructed bilingually in the early years, those who were Mostly Proficient in Spanish at entry scored significantly higher on the English language proficiency test than those who were Mostly Limited in Spanish. Results provide evidence for the advantage of bilingual instruction at preschool through first grade levels for low-SES language minority children.
Extensive research has evaluated the effectiveness of dual language (DL) programs in Canada and the U.S. The majority of that research has focused on typically-developing students who represent the ...majority ethnolinguistic group in the broader community. This article reviews research on the suitability of DL forms of education for students with diverse backgrounds and, in particular, students with personal, familial, or ethnolinguistic characteristics that are often associated with underachievement in school. The review begins by examining research evidence that speaks to young leaners’ capacity for learning more than one language during early stages of development. It then presents evidence from research that has examined the effectiveness of DL forms of education for diverse learners. Extant evidence indicates that young learners have the capacity to learn more than one language without jeopardizing their development and that DL education is suitable and effective for students with diverse characteristics.
This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual ...language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement. Suggestions for future directions are provided.
Considerable research documents students' outcomes in dual language (DL) programs, but there is little examination of students' perceptions of bilingualism and its impact on students' cognitive ...functioning and social relationships, especially with comparative studies across different target languages and student backgrounds. This study, which included a total of 788 fifth- through eighth-grade students who had participated in a Spanish-English (n = 645) or Mandarin-English (n = 143) dual language program, surveyed students' language proficiencies, ratings of bilingualism, and social and cognitive functioning. Overall, DL students had developed language proficiency skills in both languages, rated themselves as somewhat or very bilingual, enjoyed participating in the program, have positive attitudes toward the languages and speakers of the target language, and perceive some cognitive and other benefits from being bilingual. However, there were significant group differences according to target language, program model (90:10 vs. 50:50), level of bilingualism, and whether students were native target language or English speakers.
This article examines international research on student outcomes in one-way, two-way, and indigenous language immersion education. We review research on first and second language competence and ...academic achievement in content areas (e.g., math) among both majority and minority language students. We also discuss the relationship between bilingualism and student outcomes and whether more exposure to the first or second language is associated with better outcomes. In addition, we highlight student background, methodological, and assessment issues and concerns, and suggest additional avenues of research on student outcomes
The purpose of this research is to examine the English language proficiency trajectories of 2,201 fourth- through eighth-grade Latino English learner (EL) students who differed by current English ...language proficiency and were enrolled in a dual language program. Results showed that (1) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (Fluent English Proficient > Advanced > Intermediate > Beginner) by upper, but not K/1 entry, grades and (2) examining students' trajectories shows the importance of bilingual, not just English, proficiency at school entry.
