Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs (original) (raw)
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English language proficiency trajectories of Latino EL students in dual language programs
NABE Journal of Research and Practice, 2019
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.
Educational Trajectories of Latino English Language Learner Students in Dual-Language Programs
2017
The purpose of this research is to examine the language proficiency and reading achievement trajectories of 2201 fourththrough eighth-grade English Learner (EL) students who differed by English language proficiency and were enrolled in a dual language program. Results showed that: 1) students achieved average in Spanish reading achievement and at similar levels in English as their English mainstream EL peers; 2) students in the four English language proficiency groups varied significantly in all outcome measures in English and Spanish (FEP>Advanced>Intermediate>Beginner) by upper, but not K/1 entry, grades; and 3) examining students’ trajectories shows the importance of Bilingual, not just English, proficiency at school entry and the impact of Spanish reading on English reading in grades 3 and 5-8. Paper presented at the American Educational Research Association annual meeting, San Antonio, TX, April 2017. KLindholmLeary@mac.com Trajectories of Latino ELs 2 Educational Traj...
Journal of Educational Issues
This paper examines the literacy results of English language learners (ELLs) in two California schools following either the 50/50 or the 90/10 dual language (DL) program model. The purpose of this paper is to provide a literature review of dual language programs with an analysis of two schools’ websites and literacy assessment data in order to determine the effectiveness of each program model in establishing strong foundational literacy skills and fostering the prolonged academic success of ELLs. California provides various options for the bilingual education of its increasing immigrant population. Under the umbrella of bilingual education, dual language programs aim to provide students with instruction in two languages which will allow them to become fully bilingual and develop biliteracy skills. The intended purpose of biliteracy is for students to demonstrate reading and writing proficiency in both instructional languages. Although California implements a variety of dual language...
American Journal of Education, 2015
Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed. Although the United States has a long history of immigration from countries spanning the globe, the dramatic growth of Latino English learners (ELs) over the past 4 decades is well documented (García and Frede 2010; Krogstad and
The High School Journal, 2004
The Latino student presently faces many obstacles to achieve educational equity and excellence at the high school level. This article examines academic programming for Latino middle and high school English language learners (ELLs) and provides recommendations for addressing programming that promotes biliteracy policy and programinng as a valued outcome for academic and life success. One of the largest high school districts in California was selected to evaluate middle and high school programs for Latino ELLs. Eight quality indicators were used to assess the services to Latino ELLs. The study was guided by two research questions focusing on services to Latino ELLs to support and develop biliteracy development and competence. The findings revealed that while the school district has the capacity and personnel to provide pedagogically sound programs to Latino ELLs, the district is lacking the consistency and academic rigor needed to provide equal educational access. The results suggest the need for a language policy that is supportive of additive language programs that have multiliteracy as an educational standard.
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.
2011
Current language policies in the U.S. and Texas play a role in restricting the number of years students considered English Language Learners (ELL) are provided with native language support. This study examined the oral, reading and writing skills in Spanish and English of 44 ELLs in one inner-city school district. Based on the theory of transference and interdependence, it is hypothesized that students who acquire literacy development in their native language are able to transfer those skills when developing literacy in a second language (Cummins, , 1984. Comprehensive Individual evaluation results were used to investigate the interdependence hypothesis, and to predict English literacy skills. Regression analysis results indicate the Spanish reading and writing skills were good predictors of English language development in these areas. Oral language skills in Spanish did not appear to be good predictors of oral language skills development in English. The ELL students in this sample did not appear to have developed sufficient skills in their native language to support a successful transfer into an English only curriculum. ). The common underlying processes and proficiency skills developed in the native language facilitate the transfer of cognitive and academic language skills across languages . The principle of interdependence suggests that sustained instruction in the native language is effective in promoting proficiency in the second language . The research indicates that ELLs should be provided with educational opportunities to establish academic oral language and literacy skills in their native language, which will assist in the process of second language acquisition.
The Efficacy of Bilingual Education Programs for English Language Learners
New York University Senior Honors Thesis, 2019
The present thesis aims to evaluate the efficacy of bilingual education programs for English Language Learners (ELLs) in District 3 of New York City. It begins with a historical account of the previous (and controversial) research and policies that led to the development of contemporary bilingual education programs. It continues with a debriefing of the current state of affairs surrounding bilingual education, including types of programs, demographics, and funding. This background provides context for the statistical analysis, which investigates whether English proficiency level and/or grade level can predict performance on the New York State English Language Arts (ELA) exam — a substantial measure of literacy and language skills. The results found that English proficiency level was a significant predictor of ELA exam performance in both the highest and lowest clusters of scores. Further, native-English speaking students were increasingly more likely to score in higher performance levels than ELL students; higher performance levels (reflecting higher scores) saw a larger achievement gap, as ELL students were less likely to score in those levels than their English-proficient peers. The findings contradict established psychological research that demonstrate bilingual education as beneficial to bilingual children’s cognitive development, suggesting that these programs aren’t operating efficiently and effectively. The implications are further supported by qualitative data collected through interviews with District 3 teachers and parents. Suggested future steps are discussed.