Annotated Bibliography - Dual Language Immersion in Public Schools
Annotated Bibliography - Dual Language Immersion in Public Schools
Annotated Bibliography - Dual Language Immersion in Public Schools
In Public Schools
An Annotated Bibliography
December, 2015
PURPOSE
As the country is becoming increasingly linguistically diverse, the need for
dual language immersion programs is growing. Dual language programs
have begun to grow in popularity due to student gains in proficiency of first
and second language, performing above grade level in academics, and
enhancing positive cross-cultural attitudes. This annotated bibliography
reviews various articles and studies illustrating the benefits of enrichening
dual language programs, addresses common concerns, and touches on
parental attitudes of these programs.
Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way
and monolingual English immersion in preschool education: An
experimental comparison. Early Childhood Research Quarterly, 22(3),
277-293. doi:10.1016/j.ecresq.2007.03.003
This study compares the effects of dual language immersions and English
language preschool education programs. The study compared the preschool
programs through various child literacy assessments. The dual language
program was administered each measure in both English and Spanish. While
in the English language group, Spanish dominant children were assessed in
English and Spanish; and English dominant were assessed in English only.
The assessments used included: The Peabody picture vocabulary test
(English and Spanish), The Woodcock-Johnson (WJ-R) and the Bateria (WM-R).
Also used were new measures of phonological awareness, and an alphabet
recognition test. In addition, the study measured the classroom
environments of each program. This was done through observations as well
as an Early childhood environmental rating scale-revised (ECERS-R), and
Supports for early literacy assessment (SELA). The results of this study
found that children developed similarly in both programs. The strongest
difference that was found was the dual language program had greater gains
in Spanish vocabulary. Whereas, Spanish dominant children in the English
program scores declined. This is evidence that immersion of ELL in and
English-only setting is accompanied by a Spanish language loss.
FINDINGS
A review of the existing literature published between 1997 and 2015
provides evidence that dual language programs are beneficial to students in
a multitude of ways. A study in 2015, has found that students in their dual
language program have benefitted from high achievement scores in Reading
and Math. In addition, the students have gained greater cognitive abilities
such as enhanced memory.
A study conducted in 2008 confirms these findings of academic
achievement, and discusses the factors that contribute to the success and
sustainability of these programs. The study attributed the success of their
program to pedagogical equity, (meaning the teaching techniques being
used facilitate learning for all children), effective bilingual teachers, active
parent participation, and knowledgeable leadership and continuity
(specifically a principal who plays a lead role in conducting and growing the
program).
In 2007, researchers examined a dual language preschool program in
comparison to a monolingual English immersion program. While the
students developed equally in each program, Spanish speaking students
were able to retain more of their native language in the dual language
program. This represents the importance of these programs for non-native
language speakers, in order to retain their native language and culture.
Further research explored factors that may contribute to student
participation in dual language classes. The evidence describes differences in
motivation as an underlying component in participation. Differences in
motivation can be attributed to level of parental involvement. A study in
1997 found that parents wish to be involved and play an active role in these
programs. As mentioned previously, parental involvement is also a key
factor in the success and sustainability of such programs.
Overall, the literature suggests that dual-language immersion has proven to
be the most beneficial in bilingual education programs. These programs
allow non-English speakers to maintain and grow their knowledge of their
native language, while simultaneously learning English. In addition, English
language students benefit from learning a second language. Evidence has
demonstrated many cognitive and academic benefits for all students in such
programs. Further success in these programs will depend on active
leadership, qualified bilingual teachers, and parental involvement.
5
References
Alanis, I., & Rodriguez, M. A. (2008). Sustaining a Dual Language Immersion
Program: Features of Success. Journal Of Latinos & Education, 7(4),
305-319. doi:10.1080/15348430802143378
Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way
and monolingual English immersion in preschool education: An
experimental comparison. Early Childhood Research Quarterly, 22(3),
277-293. doi:10.1016/j.ecresq.2007.03.003
Collier, V. P., & Thomas, W. P. (2004). The Astounding Effectiveness of Dual
Language Education for All. NABE Journal of Research and Practice, 120.
Cummins, J. Teaching for Cross-Language Transfer in Dual Language
Education: Possibilities and Pitfalls. Teachers of English to Speakers of
Other Languages, Inc. 1-13.
Maxwell, L. A. (2015). Successes Spur Push for Dual-Language Classes.
Education Digest, 80(6), 19-24.
Potowski, K. (2004). Student Spanish Use and Investment in a Dual
Immersion Classroom: Implications for Second Language Acquisition
and Heritage Language Maintenance. Modern Language Journal, 88(1),
75-101. doi:10.1111/j.0026-7902.2004.00219.x
Saucedo, L. (1997) Parents Attitudes Towards Dual Language Immersion
Programs. Educational Resources Information Center. 1-7.
Torres-Guzmn, M. E. (2002) Dual Language Programs: Key Features and
Results. National Clearinghouse for Bilingual Education.
http://dlti.us/doc/DL_FEATURES-TORRES-GUZMAN.pdf