Dual Language Analysis

In this paper, two different research articles titled “The Astounding Effectiveness of Dual Language Education” and “Dual Language Education: a promising 50-50 model” were compared and differentiated. Although dual language programs are all very similar, they also vary as well. Some similar aspects in both of these articles included their overall goal, the type of program, assessments, results, affecting factors, and future research of dual language education. Within these same similarities, some differences are present as well in all, but one factor. Overall, dual language programs certainly help these students succeed and leave an impact for themselves and others.
Overall Goal Similarities and Differences
One major similarity between both
Both the 50-50 model and the one-way and two-way dual model programs stated that one major problem in dual model programs is the program implementation. According to Gomez and Freeman, they indicate that “there is always a danger that critics of bilingual education will seize on data from poorly conceived or implemented programs” (2005). Similarly, Collier and Thomas also say that “the quality and fidelity to these implementation characteristics can lead to significant differences in student achievement” which is absolutely true (2004). In both programs, all administrators have to cooperatively work together to make this program work, and if they fail to do so, then this can be an affecting factor. A couple of different factors were also mentioned as well. Gomez & Freeman stated that one affecting factor is the number of native English speakers. “Dual language programs may not be established unless a sufficient number of native speakers… are available to enroll” (2005). In the second article, Collier & Thomas indicated that an affecting factor is the test difficulty. “The average and range of item difficulty on a test vary from one measure to another” (2004). While both of these affecting factors were shown on two different articles, it is possible that these differences could also appear within the 50-50 model and the dual language programs as well because
After completing the experiment, both programs, expect to continue to do further research on the dual language programs, but both programs have different plans for future research. Gomez & Freeman mentioned that later studies within this program could “include classroom observations, and interviews.” They also noted that “data could be collected in both languages to assess how well the program is meeting its goal” (2005). On the contrary, Collier and Thomas state that “the next major step… is to refine what particular forms of dual language programs are the most effective”