Two-way Bilingual Program Research Articles

A study of Lau v. Nichols’ legacy: Examining the relationship between language support program availability and student trajectories

ABSTRACT The Lau v. Nichols ruling shows the importance of tailoring programs for local multilingual learners. We used longitudinal data from one school district in California to assess the relationship between attending a school with a language support program and English language arts (ELA) achievement. We found that students labeled an English learner had positive and significant average score changes over time when they attended a school with an academic language acquisition or a two-way bilingual program. Findings highlight how emerging multilingual learner access to high-quality bilingual programs can be associated with positive ELA growth over time.

Remixin’ and flowin’ in centros: exploring the biliteracy practices of Black language speakers in an elementary two-way immersion bilingual program

ABSTRACT This paper draws on qualitative research that examines the biliteracy practices of Black Language (BL) speakers in an elementary, two-way immersion (TWI), dual-language bilingual program, using Raciolinguistics as a theoretical lens. Specific questions that guided the study addressed the features of communicative contexts where BL was utilized and the linguistic features of BL that were shared in these multilingual spaces from the students. Findings demonstrated that BL speakers exercised student agency often as they utilized BL in a variety of roles and contexts despite restrictive language policies. Implications for educators working with BL speakers in TWI programs are shared.

Cross-Language Transfer of Early Literacy Skills: An Examination of Young Learners in a Two-Way Bilingual Immersion Elementary School

The present study investigates the relationship between first-language literacy skills and the acquisition of second-language reading skills for K–2 grade students enrolled in a Spanish–English two-way bilingual immersion program. Students received literacy instruction in their first language and oral language support in their second language. One hundred seventy-four students were administered subtests of the Woodcock-Johnson (Woodcock-Munoz) in English and Spanish. Findings support the theory of cross-linguistic transfer from the first language to the second language across both constrained and unconstrained literacy skills for both monolingual and bilingual students included in this study. However, findings also suggest interesting differences across language groups.

The Effects of Two-way Immersion Bilingual Program on Student Academic Performance and Cultural Interaction

The Effects of Two-way Immersion Bilingual Program on Student Academic Performance and Cultural Interaction

The Effects of the Extended Foreign Language Programs on Spanish-Language Proficiency and Academic Achievement in English

This study was conducted to explore the effects of a two-way immersion bilingual program on maintenance/acquisition of Spanish-language proficiency and on reading and mathematics achievement in English over a period of 4 academic years. The researchers used Hierarchical Linear Modeling (HLM) techniques to compare the effects of two different program models on Spanish-language proficiency of participating students from Spanish- and non-Spanish-language backgrounds. In addition, they employed multivariate matching algorithms to construct a comparison group of schools and students that matched program students academically and demographically and then used HLM methods to compare academic achievement in reading and mathematics of students in program and comparison groups. The researchers found that students in the program model that offered Spanish instruction in language arts and one content area performed better in reading comprehension in Spanish than students in the program model that offered only Spanish language arts instruction. The researchers also found that program students exhibited achievement levels in reading and mathematics that were on par with or higher than those of demographically and academically similar students not in the program. In addition, the researchers determined and that average annual learning rates in both academic disciplines were similar for program and comparison students.

What Do Parents Think of Two-Way Bilingual Education? An Analysis of Responses

Three hundred sixty-six parents of children enrolled in a school-wide English-Spanish two-way bilingual program participated in this study. They were asked to answer a survey that attempted to elicit information about their degree of satisfaction with the program, as well as the reasons that led them to select it, and their perception of and support for Spanish. In their responses, the parents showed strong support for the program, valued its academic and linguistic emphasis, had positive opinions about Spanish, and created home environments that facilitated their children's development of literacy skills in this language.

Hispanic High Schoolers and Mathematics: Follow-Up of Students Who Had Participated in Two-Way Bilingual Elementary Programs

Research shows a serious underrepresentation of Hispanic students entering the math, science, and engineering fields, possibly fueled by a large gap in math achievement between Hispanic and Euro-American students. The current study addressed this concern by examining the general school-related attitudes, coursework, and achievement, with a focus on math for 139 high school students—Hispanics who were previous English language learners, native English-speaking Hispanics, and Euro-American English speakers—who had been enrolled in a two-way bilingual program throughout elementary school. The results showed that all three groups of students had positive attitudes toward math and school in general and were scoring at grade level in math. They were taking higher level college preparation math courses and getting mostly average grades (B's and C's) in those courses. These results suggest that the two-way bilingual program may provide the academic preparation and schooling attitudes, including in mathematics, that enable all three groups of students to be more successful than the average Hispanic and low-socioeconomic status students described in the literature.

Effects of a Two-Way Bilingual Program on the Literacy Development of Students in Kindergarten and First Grade

This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups consisted of students who were English language learners (ELLs), as well as students who were not ELLs (i.e., native English speakers and former ELLs who reached proficiency). Students in the experimental group participated in a two-way bilingual program in which instruction was in English approximately 70% of the time and in Spanish approximately 30% of the time. Students in the control group attended the same school but were in mainstream classes and received instruction in English about 90% of the time. Comparison of test scores (on district-developed assessments and the Scholastic Reading Inventory) of the two groups at the end of the school year indicated that in spite of the initially lower pretest scores in some subject areas, the experimental group's achievement was very close to that of the control group. It is concluded that two-way bilingual programs can assist schools in improving ELLs' academic achievement in English language arts.

Effective Bilingual Education: From Theory to Academic Achievement in a Two-Way Bilingual Program

Program evaluation can be used to shift the debate on effective schools for bilingual students from an ideological impasse to a data- driven and research-based discussion. Using the example of the Barbieri Two-Way Bilingual Education Program in Framingham, Massachusetts, this article links theoretical understandings about bilingualism and second language acquisition to program design and implementation, and subsequently to academic outcomes. Disaggregated academic achievement data in English and Spanish show that the Barbieri program meets its academic and linguistic goals for both target groups by fifth grade. Reflections on these academic achievement patterns, in turn, have prompted changes in the program to further increase its effectiveness.

Two-Way Bilingual Immersion: A Portrait of Quality Schooling

An increasing number of schools are offering two-way bilingual immersion programs as educational options to meet the needs of both language minority and language majority students. Given the variability in program design and delivery of such programs, it is useful to examine individual programs to identify factors that may contribute to the effectiveness of this model. This article provides a description of the Inter-American Magnet School in Chicago, the oldest two-way bilingual immersion school in the Midwest. Student achievement scores, particularly those of a cohort of low- income limited English proficient (LEP) students, provide evidence that students consistently attain high levels of achievement in English reading and writing, math, science, and social studies despite receiving instruction in English for no more than 50% of the time.

Bridging research and practice to develop a two-way bilingual program

Received 1 April 1999; received in revised form 1 May 2000; accepted 1 October 2000 The development of a two-way bilingual program for children in preschool through second grade is described. The program was developed through a partnership between researchers and teachers. Researchers shared findings from previous studies, which were used to guide basic decisions about the nature of the program. They then collected systematic classroom observation data the first year of the program to guide programmatic fine-tuning for the second year. Observation data showed some gaps between the instructional program that was planned and the one that was implemented, especially in the amount of Spanish spoken. Data on children’s academic achievement showed very few differences in the academic gains of native English- and native Spanish speakers in the bilingual program, and native English speakers in the English-only classrooms. The discussion focuses on how teacher-researcher partnerships can be used to improve educational programs.

A Texas Two-way Bilingual Program: Its Effects on Linguistic and Academic Achievement

This study examines a variety of student outcomes in the area of linguistic and academic development and determines whether students enrolled in a two-way bilingual program for a minimum of three years are achieving academically. Participants were native Spanish-speaking and native English-speaking fifth-grade students of Mexican origin. The findings indicate that the majority of students who participated in the two-way bilingual program were performing at academic levels equal to or greater than their non-participant campus peers when tested on the Texas Assessment of Academic Skills (TAAS). In addition, participants were developing a high level of English literacy skills. Spanish literacy skills for the native English speakers, however, were not as highly developed. While there appeared to be promising bilingual development in the early years of the program, the rate of development seemed to be difficult to sustain in the upper grade levels.

Learning to Value English: Cultural Capital in a Two-way Bilingual Program

Two-way bilingual programs have the potential to promote bilingualism, biliteracy, and pluralism in minority and majority group students who study together in two languages. This paper examines how a focal group of Mexican-background middle school students enrolled in a two-way maintenance bilingual program learned to value English over Spanish at school. Evidence supporting students’ choice of English over their native language came from close analysis of interactional patterns with peers and teachers in classes and informal settings and from students’ explanations of their lived school experiences in interviews over a three year period during middle school. Elements of the hidden curriculum, instructional practices, and assessment policy served to devalue students’ native linguistic cultural capital compelling them to use English in the classroom and within peer culture.

Critical Components for Dual Language Programs

As parents, teachers, administrators, and professors involved in bilingual education and teacher-training, the issues we face when considering dual language programs for our schools are of incredible importance. To the untrained, they are issues too easily missed in the early stages of establishing a dual language bilingual program. In many cases, programs are initiated by well-intentioned practitioners and administrators too quickly, without many of the key components identified here that are ideal for success. Though the needs of any successful program reflect the community and school specifically, this article addresses several key components that are critical to success in dual language programs; these include: (a) definition of the model to be used; (b) a gradual phase-in of the program; (c) development of instruction that reflects the population in the classroom; (d) quality materials in each language of instruction; (e) teachers committed to attaining bilingual education training; (f) dedicated administrators with a clear understanding of research as well as community needs; and (g) definition of the role of elicited response. This article offers insight to school administrators, teachers, and parents interested in beginning or improving dual language or two-way bilingual programs in their communities.

The Effects of Acculturation on Second Language Proficiency in a Community with a Two-Way Bilingual Program

Abstract This is a study of why native Spanish speakers (NSSs) in a small town in northern Mexico with a sizable English-speaking minority population and a two-way bilingual program in the schools are developing native-like proficiency in English. A 9% sample of native Spanish-speaking households in the town were selected and members of each household were asked a series of questions relating to Schumann’s acculturation variables. Each subject was also given an oral proficiency interview (OPI) in English. Results indicate that in spite of the favorable conditions for English language acquisition among NSSs on all variables except enclosure, the only NSSs acquiring much English are those attending the bilingual schools. It was concluded that the native-like proficiency being attained by the NSSs attending the bilingual schools was likely due to their favorable attitudes toward the English-speaking community and the fact that they developed close friendships with native English-speaking peers.

Oyster School Stands the Test of Time

Abstract Oyster Bilingual School in Washington, D.C. is one of the oldest, continuously-running two-way bilingual programs in the nation. Some of the innovations that have helped sustain the school's success have been strong parental and community support, maintenance of high academic standards, and ongoing professional development efforts. Cultural, generational, and socioeconomic differences among staff, students, and parents have caused philosophical conflict in the school community; this situation needs to be addressed through professional development activities. Decreasing funds have limited the school's ability to expand and adopt new technologies; this may be resolved through Oyster community activism to gamer political support for better financial and human resources.

Bilingual Education and English Immersion: The Ramírez Report in Theoretical Perspective

Abstract The findings of the Ramirez Report indicate that Latino students who received sustained LI instruction throughout elementary school have better academic prospects than those who received most or all of their instruction through English. This pattern of findings refutes the theoretical assumptions underlying opposition to bilingual education while supporting the theory underlying developmental and two-way bilingual programs.

Toward Multilingual and Multicultural Mainstream Education

For last 30 years United States has witnessed an incessant debate over how to educate its linguistically diverse population. Most programs tend to approach education of students who speak languages other than English as a with students, rather than schools. Administrators and educators historically have felt that these problem students needed to fit into existing norm of how schools instruct students. Thus, main purpose of bilingual or English as a Second Language (ESL) programs has been to transform students so that institutional norm does not have to change. The purpose of model discussed in this paper is to connect bilingual with so-called education to establish that there is no such thing as mainstream or special groups of students but a diversity of students who should be educated together to serve their common as well as individual needs. This type of program aims to transform institution so as to offer better education for all students. As Barry McLaughlin (1986) stated, not only is there considerable evidence that daily contact between minority-language children and their majority-language peers is crucial to success of any bilingual programme, but the segregation of minority language children in national or home language schools does not prepare these children or majority-language children to live in harmony with one another (p. 35). This model is being tried in Massachusetts where Transitional Bilingual Education (TBE) Act of 1971 mandates bilingual education until students' English is good enough to warrant their being mainstreamed. In addition to transitional bilingual education (TBE) programs, several towns in Massachusetts have been experimenting with two-way bilingual programs