Annotated Bibliography - Dual Language Immersion in Public Schools

The Benefits of Dual Language Immersion
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.
EMPIRICAL STUDIES OR REVIEWS

Maxwell, L. A. (2015). Successes Spur Push for Dual-Language Classes.
Education Digest, 80(6), 19-24.
This article highlights a success story of Dual-Language Classes at a school
in Charlotte, NC. Collinswood Language Academy is a K-8 dual language
school. The students attending Collinswood are a close to even mix of
native Spanish speaker and native English speakers. The students attending
this school have produced some of the highest math achievement scores in
the district. Students are taught math, social students, Spanish/language
arts, Physical Education and higher-level language courses in Spanish. While
Science, art, music, and English/language arts are taught in English. The
evidence supports the success of this program, with students scoring
statistically significantly higher in reading in 4th grade than nondual-language
peers. This pattern continues through the 8th grade. The same trends are
seen in math. The dual language instruction has proven to be most
beneficial to English Language Learners and African-American students.
However, the benefits of dual language classes can be seen in all students.
Teachers have observed high-levels of engagement and ease of switching
between two languages. Aside from being bilingual, students are benefitting
from enhanced memory.
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
Research was completed at a K-5 school in south central Texas that has
successfully implemented a dual language program. The purpose of the
research was to identify what factors lead to the success and sustainability of
dual language programs. Data was collected through site observations,
personnel interviews, and data from the fifth-grade English Texas
Assessment of Knowledge and Skills (TAKS). The academic data showed that
time spent in a dual language bilingual program is positively correlated with
student academic achievement. Based on the research, they concluded that
the four factors contributing to the success and sustainability of the dual
language program at this school were: 1. Pedagogical equity, 2. Effective
bilingual teachers, 3. Active parent participation, 4. knowledgeable
leadership and continuity.
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.
Collier, V. P., & Thomas, W. P. (2004). The Astounding Effectiveness of Dual

Language Education for All. NABE Journal of Research and Practice, 120.
This articles reviews longitudinal research findings from one-way and twoway dual language models of schooling. The findings reveal that enrichment
dual language programs effectively close the academic achievement gap in
ELLs and first language students below grade level. The researchers found
that with the implementation of high-stakes testing, current federal
legislation assumes that ELLs should be at grade level English within three
years. However, the research has found that it takes six to eight years for
ELLs to reach grade level. These findings suggest that testing ELLs in
English before the gap has been closed, will underestimate their
achievement. Researchers advise testing students in their native language
until this point in time. The current research has also found many factors
that come into play in the success of dual language programs, and
recommend more studies be conducted to grow effective programs.
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
This study explored students language production in dual immersion
classrooms with an ethnographic investigation of their identity investments
which may have promoted or hindered their used of Spanish within the
classroom. The study collected data on the amount of Spanish used by four
students in a fifth-grade dual immersion classroom. They also collected
information on classroom variables that were related to Spanish use. The
study found that use of Spanish depended on many individual factors. Of the
four students (2 girls and 2 boys), the girls spoke Spanish more frequently
than the boys. The researchers attributed this difference to the girls
maintaining an identity as well-behaved students. The boys appeared less
interested in maintaining identities as well-behaved language-rule followers.
While this represents a gender difference, the researchers suggest that
language use varies by individuals and gender cannot solely account for the
discrepancy. Other factors include receiving praise at home and at school for
their use of Spanish, and whether they believe Spanish is important. The
study concludes that students use of a second language requires personal
motivation from the student.
3
Saucedo, L. (1997) Parents Attitudes Towards Dual Language Immersion

Programs. Educational Resources Information Center. 1-7.
This article addresses the important role parents play in making dual
language programs successful. Many more parents are becoming active in
schools volunteering in classes, and joining committees and organizations.
They also provide essential feedback on the individual needs of their
students, which allows the school to pinpoint what areas in the program need
growth. A study was conducted at a school to gage parental support of the
dual language program. Data was collected through a teacher developed
survey, Parents attitudes towards dual language immersion. The survey
was distributed to 200 parents within the school. The results found that the
majority of parents had a favorable attitude toward the dual language
immersion program.
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.
This article addresses two concerns with bilingual programs. The first being,
how do we explain the fact that in bilingual programs the minority language
can be used as a medium of instruction with minimal cost to students
proficiency in the majority language? Second, what type of program and
instructional strategies have been found to be most effective in promoting
proficiency in both languages? The research within this article suggests that
bilingual instruction does not result in adverse effects on the development of
academic abilities. The article finds that interdependence of two or more
languages aids development of conceptual and linguistic proficiency. The
interdependence hypothesis implies that dual language programs should
teach for transfer across languages.
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
This article reviews the literature on dual language programs, and provides a
definition of what a dual language program is, and what it is not. Since dual
language programs are on the rise, it is important to understand what best
practices are. The article addresses concerns that some may find with dual
language programs such as segregation of minorities, favoring language
majority children rather than language minority, and the costs of bilingual
programs. All of the presenting concerns are backed by evidence that find
that dual-language programs are superior to other programs such as ESL

pullout classes.
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

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The Benefits of Dual Language Immersion

EMPIRICAL STUDIES OR REVIEWS

Alanis, I., & Rodriguez, M. A. (2008). Sustaining a Dual Language Immersion

Collier, V. P., & Thomas, W. P. (2004). The Astounding Effectiveness of Dual

Potowski, K. (2004). Student Spanish Use and Investment in a Dual

Saucedo, L. (1997) Parents Attitudes Towards Dual Language Immersion

Cummins, J. Teaching for Cross-Language Transfer in Dual Language

Torres-Guzmn, M. E. (2002) Dual Language Programs: Key Features and

that dual-language programs are superior to other programs such as ESL

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