The Astounding Effectiveness Of Dual Language Education

The purpose of Collier and Thomas’s “The astounding effectiveness of dual language education for all” journal article is to show the results of their longitudinal research. Their research findings on dual language models of the past 18 years are summarized in the article. They researched one-way and two-way dual language enrichment models. The article also analyses the 50:50 and 90:10 model. They found that one-way and two-way dual enrichment models demonstrate the potential for enhancing student outcomes and closing the achievement gap.
Remedial education programs may provide English-language learners with vital support for one to four years. However, Collier and Thomas has found that even four years in a remedial education program is not
The district has over 210,000 students, 54% of students are Hispanic, 33% African American, and 10% are EuroAmerican. 75% of Houston ISD’s total student enrollment are on free or reduced lunch.
Houston ISD uses the 90:10 model for transitional classes along with dual language classes for consistency. The 90:10 model has of use of intensive instruction in the minority language, which is Spanish in Houston, for pre-kindergarten, kindergarten, and 1st grade. The model gradually increases academic time in English to 50% of the instruction time by 5th grade. Student outcomes in this program have been very high in both English and Spanish.
One-way dual language programs cater to the demographic in where only one language group is being schooled through two languages. Two-way dual language programs have the demographics of, at minimum, the ratio 70:30 native-English students to bilingual and ELL students. This program can include all students who want to enroll in an integrated bilingual classroom. Both one-way and two-way have the same basic principles. A minimum of six years of core academic bilingual instruction with high cognitive demands of grade-level lessons and collaborative learning in engaging and challenging academic content across the curriculum are the basic principles of both enrichment
Having multiple cultural heritages and two main languages present in a school can lead to cross social class friendships that overcome language barriers. Teachers become excited and start to love to teach again. They feel supported and become confident with their teachings because student are more responsive and engaged in the classroom. Collier and Thomas express that behavior problems lessen because students feel respected and valued. Principals who serve whole-school models of dual language programs tend to stay in their positions for many years. They state that dual language programs have changed their life because it makes work a great joy. Parents feel welcomed, valued, and respected because they are being included in school decision-making. Students are not the only ones that are positively impacted by dual language programs, everyone involved such as administrators, teachers, and parents are positively