ALTERNATIVE EDUCATIONAL PROGRAMS FOR ENGLISH LEARNERS

in CDE’s new monographEducating English Learners: Research-Based Approaches

Kathryn Lindholm-LearySan Jose State University

&

Fred GeneseeMcGill University

11

BCNBCNMay 2009May 2009

PURPOSE & OVERVIEW

Describe & discuss the effectiveness of dual language forms of education (DLE)

Research-based approach, as much as possible

Implications for educational policy and practice

Chapter sections:• Rationale and Advantages of Dual Language Education• Program Characteristics• Student Achievement & Program Outcomes• Characteristics of Effective Programs• Learner Needs• Assessment

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PROGRAM ALTERNATIVESTRANSIT’NAL

BILINGUALDEVELOP’TAL

BILINGUALTWO-WAY

IMMERSION

Language Language

GoalsGoals

transition to transition to English-onlyEnglish-only

bilingual bilingual proficiency proficiency

bilingual proficiencybilingual proficiency

Cultural goalsCultural goals integrate in main-integrate in main-streamstream

integrate & integrate & maintain L1 culturemaintain L1 culture

integrate, maintain, integrate, maintain, & appreciate other& appreciate other

Academic Academic GoalsGoals

State & district State & district goals & standardsgoals & standards

State & district State & district goals & standardsgoals & standards

State & district State & district goals & standardsgoals & standards

StudentStudent

Character’sCharacter’s

ELs; same L1; ELs; same L1; mixed culturesmixed cultures

ELs; same L1; ELs; same L1; mixed cultures mixed cultures

both ELs and Eng-both ELs and Eng-L1; mixed culturesL1; mixed cultures

Grades Grades ServedServed

primary & primary & elementaryelementary

elementaryelementary K-8;K-8;

preferably K-12preferably K-12

Length ofLength of

ParticipationParticipation

2-4 years2-4 years usually 6 (+K);usually 6 (+K);

preferably K-12preferably K-12usually 6 (+K);usually 6 (+K);

preferably K-12preferably K-12

Role of Main-Role of Main-stream teach.stream teach.

training in SItraining in SI stand-alone stand-alone programprogram

Mainst’m teachers Mainst’m teachers with special trainingwith special training33

L1 and L2 LANGUAGE PROFICIENCY

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Research on the L1 and L2 development of ELs

Length of time to become proficient in English

Rate of progress in English

Amazing scarcity of research on ELs’ acquisition and use of specific language structures and skills or how oral language development is related to academic success.

LITERACY & BILITERACY DEVELOPMENT

Literacy acquisition is complex: comprises multiple components

ELs draw on the same skills and knowledge as English-L1 students AND skills, knowledge and experiences linked to L1

ELs are resourceful learners – draw on all linguistic & non-linguistic resources. Successful ELs readers see links between L1 & L2; poor readers do not

In effective DL programs, English learners can acquire reading & writing skills in English that are virtually comparable to those of English-only students and acquire strong reading & writing skills in Spanish

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3. ACADEMIC ACHIEVEMENT

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What program is best for ELs?

Does more English in instructional day result in improved student outcomes in English?

How well do students do in DL programs?

Address 3 questions in research on academic achievement

3. ACADEMIC ACHIEVEMENT

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Question #1: What program is best for ELs?

Most large-scale studies as well as most systematic syntheses of relevant research indicate that there is a benefit from bilingual instruction over English-only instruction

E.g., David Francis – National Literacy Panel

“Overall, where differences between two instructional conditions were found in the studies reviewed, these differences typically favored the bilingual instruction condition. This is the case for studies conducted with students in both elementary and secondary schools, and with students possessing a range of abilities

A minority of studies report that bilingual instruction is equivalent to, or provides no benefit over, English-only instruction

ACADEMIC ACHIEVEMENT

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Question 2: Is more English better? (Time on Task)

Research Evidence 1: Findings from the studies on program type (Question #1) students who receive instruction through L1 score higher than students who receive instruction only through English. Evidence suggests maximizing time in English does not lead to higher achievement in English. Research Evidence 2: Several studies in California have examined the impact of Proposition 227 on English learners’ achievement, which provide an indirect test of the time-on-task argument. No evidence from this research that increasing the amount of exposure to English instruction has positive effects on English learners’ achievement in English Research Evidence 3: Compare the performance of ELs in 50/50 vs 90/10 two-way programs, since 50/50 are exposed to almost twice as much English in the early years of the program as 90/10. ELs with more instruction in English (50/50) did not achieve at higher levels in English than ELs who spent considerably less time in English (90/10).

ACADEMIC ACHIEVEMENT

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Question #3: How well do students do in dual language programs?

Many studies, most on two-way immersion:• DL programs effective in helping ELs achieve at/above grade-level in

L1 & progress toward/above grade level achievement in English by middle school

• EL students with high levels of proficiency in both languages (R-FEPs) more successful at closing achievement gap in reading with norming groups by grade 4 than students with lower levels of bilingual proficiency (ELs)

• Students achieved at grade level in math by grades 4-6

• EL students demonstrated high levels of achievement measured in Spanish

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Current R-FEPs/Former ELs in Grade 6 English Language Arts (CST)

Dual Dual Language R-Language R-FEPs FEPs (Bilinguals) (Bilinguals) show HIGHER show HIGHER achievement achievement than all other than all other groups, groups, including EOs, including EOs, and non-and non-disadvantaged disadvantaged EOs.EOs.