No -Way Bilingual Program Effects (original) (raw)

Two-Way Bilingual Program Effects

1988

The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a 2roblem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (M5E)

Two-Way Bilingual Programs: Language-Learning-as-Resource

1988

A study assessed the performance of-language-minority and language-majority children in a twoway Spanish-English bilingual education program in Port Chester, New York. The program treats language learning as a resource for all students, with each group of children.toaching their native languages to the other. Second-and third-gride classes are combined. Data on students' Spanish and English reading and oral language skills, mathematics skills in both languages, and perceptions of the Classroom environment were gathered for three years. The results were miknd, demonstrating that students can definitely benefit from second language learning in the curriculum but that care should be taken to ensure that native language skills and progress not be compromised. Teacher performance emerged as a crucial_ variable in the program studied, and careful monitoring of student outcomes in relation to teacher performance is advised. Overall, despite some early problems with student perceptions of difficulty end friction, participant satisfaction was high. (MSE)

The Second Language Components in a Two-Way Bilingual Education Program

Bilingual Research Journal, 1995

With the advent of an increasingly linguistic minority student population in the public schools, program development to maximize these students' learning opportunities is essential. One such program appears to be the Two-Way Bilingual Education model that integrates students from two distinct language backgrounds. Since 1989, one school district in Massachusetts has been offering a Two-Way Bilingual Education program to students from its Spanish and English speaking communities. This article provides a critical description of that program using a fourth grade example. Following the district wide curriculum, and recognizing the necessity of bridging linguistic and cultural differences, this two-way model allows students to develop proficiency in a second language and culture while achieving the objectives of the elementary school curriculum. The need for practical information on existing two-way bilingual education program models is borne out of a resistance by many to recognize bilingual programs as vital aspects of the schooling of language minority students.

A two-way bilingual program: Promise, practice, and precautions

Effective programs for Latino students, 2001

In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language. programs integrate language-minority and language-majority students for instruction in two languages. Site-based decision making has enabled schools in cities that border with Mexico to implement two-way bilingual programs in which minority and majority students can become bilingual, biliterate, and bicultural. Complex instruction for the binational context requires that teachers combine a profound knowledge of subject matter with a wide repertoire of teaching strategies, states of the art knowledge about learning theory, cognition, pedagogy, curriculum, technology, and assessment. The education of language minority students is dependent on the degree to which these children have access to instruction that is challenging yet comprehensible. This report focuses on one effort to implement comprehensive, two-way bilingual programs in four schools. The goals of this project included the following: (1) to document the design, implementation, and program adjustments of the two-way bilingual program; (2) to analyze teacher performance and professional development in the context of implementing complex change; (3) to identify the pedagogical variables that facilitate or impede learning through two languages simultaneously; (4) to identify the most promising program features and the school structures for program implementation, and the role of the principal within these. The report accomplishes this in four successive sections, followed by a fifth summary section discussing implications and recommendations. (Contains 133 references.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document.

Two-way bilingual education: Students learning through two languages

1994

In a growing number of schools in the United States, students are learning through two languages in programs that aim to develop dual language proficiency along with academic achievement. These twoway bilingual programs integrate language minority and language majority students and provide content area instruction and language development in two languages. A study of over 160 schools between 1991 and 1994 provides a picture of the current state of two-way bilingual education in the United States. Two-way programs typically share the goals of bilingual proficiency, academic achievement, and positive cross-cultural attitudes and behaviors, but they vary a good deal in the approaches and strategies they use to work toward those goals. A host of local factors affect such issues as student enrollment, program features and design, and instructional features. Emerging results of studies of two-way bilingual programs point to their effectiveness in educating nonnative-English-speaking students, their promise of expanding our nation's language resources by conserving the native language skills of minority students and developing second language skills in English-speaking students, and their hope of improving relationships between majority and minority groups by enhancing cross-cultural understanding and appreciation.

Two-Way Bilingual Programs: Implementation of an Educational Innovation

Sabe Journal, 1986

Ah4fRACT A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE)

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

Bilingual Research Journal, 2002

Program evaluation can be used to shift the debate on effective schools for bilingual students from an ideological impasse to a datadriven 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.

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

Early Childhood Research Quarterly, 2001

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 teacherresearcher partnerships can be used to improve educational programs.

Two-Way Bilingual Education: Students Learning through Two Languages. Final Report

1996

The report presents results of a study of elementary and secondary school two-way bilingual immersion programs that focused on the program and contextual factors affecting student learning, student and teacher language use in the classroom, and teaching strategies used to promote target language use and increase language proficiency. The study included a survey of 182 schools in 19 states offering two-way bilingual education (results are summarized here) and case studies of 3 elementary school programs:

Dual language programs: Are they an effective model for English language learners?

Long Island Education Review, 2010

Performance outcomes from dual language and transitional bilingual approaches on the acquisition of English were compared for English language learners in the first and second grades in a large urban elementary school. The sample consisted of English language learners attending dual language (n=58) and transitional bilingual classes (n=36) in both grades one and two. The design used was a two-way mixed factor analysis of variance, with groups (dual language and transitional bilingual) as the between subjects factor, and time of testing (pretest and posttest) as the within-subjects factor. The dependent variable was student performance on the English proficiency assessment, Results of the study revealed that second language learners instructed in both dual language and transitional bilingual education methods demonstrated an increase in language acquisition and oral literacy skills in English. Results of the study further suggest that the dual language approach was more effective than transitional bilingual education in attainment of English proficiency. lntroduction The U.S. Census Bureau ( 2004) repods that 37 million people living in the United States are foreign born, representing over 11.7 percent of the population. In fact, more lhan 47 million Americans speak a language other than English at home, with Spanish being the most common foreign language. In 2005, 33% of the U.S, population was comprised of minorities, with Hispanics representing the largest group. More recently, it has been repoded (U,S. Census Bureau, 2009) that 64.9% of elementary school Hispanic students were either foreign born or had one or more foreign born parents.