Developmental Bilingual Versus Two-Way Immersion Language Education
U.S. Schooling Languages Other Than English:
Developmental Bilingual Versus Two-way Immersion Language Education
The term “bilingual” education is “neither a single uniform program nor a consistent
‘methodology’… Rather, it is an approach that encompasses a variety of program models”
(Ovando & Combs, 2012, p. 9). For some, the term “dual language” (DL) has replaced it— which, likewise, has a wide range of meanings. Depending on the source, the term DL sometimes is used to include developmental, also termed maintenance or late-exit, bilingual; heritage language—for indigenous groups; foreign language, also called one-way or full, immersion; and two-way immersion (TWI) education. This article will employ “DL” to identify
TWI and will …show more content…
For students, the more complex achievement skills to be gained occur during middle and high school—at the age their
DB services end. When ELL students not in a TWI program need high school cognitive-level skills, Collier and Thomas report, “former ELL [students] begin to make less than one year’s progress each” (as cited in Espinosa, 2013). The achievement gap, thus, unfortunately widens for them each year they struggle through high school. But the DL program, Collier and Thomas describe, “…offers full rather than partial achievement gap closure at annual costs comparable with existing programs” (as cited in Espinosa, 2013).
TWI has additional benefits for the students, parents, and community. It engages parents to be actively involved with their child’s education, hence, more active parent-school partnerships, and fosters community inclusiveness and shared community growth among the
ELL and NES parents. These shared characteristics of sound DL programs have been realized in research results throughout the past decade (Shook & Schroeder, …show more content…
Baker (2001) stated that a DL education also “leads to enhanced creativity and analytical thinking,” and “accelerated … instruction” (as cited in Thomas & Collier, 2003).
What do the NES and ELL students think? According to them, they were “very satisfied” with TWI and expressed greater interest in attending college (Cobb et al, 2006). As Collier and
Thomas report of language schooling in the United States, “Clearly dual language [TWI] education is a school reform whose time has come. It is a school model that even English-only advocates endorse, because it is an all-inclusive model for all students, and all student groups benefit from participating” (2004).
References
British Council (2013, November 20). Report shows deficit in the languages the UK needs most.
Retrieved from http://www.britishcouncil.org/organisation/press/report-shows-deficitlanguages-uk-needs-most
Cobb, B., Vega, D., & Kronauge, C. (2006). Effects of an elementary dual language immersion school program on junior high school achievement. Middle Grades Research
Developmental Bilingual Versus Two-way Immersion Language Education
The term “bilingual” education is “neither a single uniform program nor a consistent
‘methodology’… Rather, it is an approach that encompasses a variety of program models”
(Ovando & Combs, 2012, p. 9). For some, the term “dual language” (DL) has replaced it— which, likewise, has a wide range of meanings. Depending on the source, the term DL sometimes is used to include developmental, also termed maintenance or late-exit, bilingual; heritage language—for indigenous groups; foreign language, also called one-way or full, immersion; and two-way immersion (TWI) education. This article will employ “DL” to identify
TWI and will …show more content…
For students, the more complex achievement skills to be gained occur during middle and high school—at the age their
DB services end. When ELL students not in a TWI program need high school cognitive-level skills, Collier and Thomas report, “former ELL [students] begin to make less than one year’s progress each” (as cited in Espinosa, 2013). The achievement gap, thus, unfortunately widens for them each year they struggle through high school. But the DL program, Collier and Thomas describe, “…offers full rather than partial achievement gap closure at annual costs comparable with existing programs” (as cited in Espinosa, 2013).
TWI has additional benefits for the students, parents, and community. It engages parents to be actively involved with their child’s education, hence, more active parent-school partnerships, and fosters community inclusiveness and shared community growth among the
ELL and NES parents. These shared characteristics of sound DL programs have been realized in research results throughout the past decade (Shook & Schroeder, …show more content…
Baker (2001) stated that a DL education also “leads to enhanced creativity and analytical thinking,” and “accelerated … instruction” (as cited in Thomas & Collier, 2003).
What do the NES and ELL students think? According to them, they were “very satisfied” with TWI and expressed greater interest in attending college (Cobb et al, 2006). As Collier and
Thomas report of language schooling in the United States, “Clearly dual language [TWI] education is a school reform whose time has come. It is a school model that even English-only advocates endorse, because it is an all-inclusive model for all students, and all student groups benefit from participating” (2004).
References
British Council (2013, November 20). Report shows deficit in the languages the UK needs most.
Retrieved from http://www.britishcouncil.org/organisation/press/report-shows-deficitlanguages-uk-needs-most
Cobb, B., Vega, D., & Kronauge, C. (2006). Effects of an elementary dual language immersion school program on junior high school achievement. Middle Grades Research