Abstract
Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.
Highlights
When we consider the term bilingual, we think of being able to use two languages. Baker and Wright (2017) compared the term bilingual to bicycle or binoculars to express the apparent simplicity of the term when its outreach was far more complicated
The question that arises in the implementation of dual language (DL) programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012)
The focus of the study took place in the United States, the researchers have reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework
Summary
When we consider the term bilingual, we think of being able to use two languages. Baker and Wright (2017) compared the term bilingual to bicycle (two wheels) or binoculars (two eyes) to express the apparent simplicity of the term when its outreach was far more complicated. Baker and Wright (2017) compared the term bilingual to bicycle (two wheels) or binoculars (two eyes) to express the apparent simplicity of the term when its outreach was far more complicated. When we consider the term bilingual, we think of being able to use two languages. They go on to state that there are a number of issues to consider, for instance, bilingual fluency or usage in the languages, bilingualism as an individual or as part of a broader group or geographical area. We will review three different scenarios: the USA, Europe and the Middle East, and propose a combined model which could be applicable to any language in any context
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