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Pub Date: |
2003-04-22 |
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Reports - Research; Speeches/Meeting Papers |
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Descriptors:
Academic Achievement; Bilingual Education Programs; Elementary Education; English (Second Language); High Risk Students; Limited English Speaking; Literacy; Longitudinal Studies; Second Language Learning; Spanish; Two Way Immersion Programs
Abstract:
This study investigated the effect of a bilingual education program on the achievement gap in language development between at-risk kindergarten students with minimal English proficiency and students who were proficient English speakers. Limited English Proficient (LEP) students were included in an Extended Foreign Language (EFL) program designed to develop and maintain students' language and literacy skills in two languages: English and Spanish. Participating students were identified as at-risk because they performed at significantly lower levels than students in the comparison group. Participants received instruction in English 70 percent of the time and Spanish 30 percent of the time. These students' academic performance was compared to that of a group of LEP and non-LEP students who attended the same school but did not participate in the EFL program. Progress was tracked for 2 years. Data from students' pretest-posttest scores indicated that at-risk students participating in the EFL program made adequate academic progress during the 2 years of the study. By the end of the second year, there were no statistically significant differences between the at-risk and the comparison groups in any of the seven indicators of verbal and academic development or in the standardized achievement test Scholastic Reading Inventory. (Contains 15 references.) (SM)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Guides - Non-Classroom |
Peer Reviewed: |
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Descriptors:
Diversity (Student); Elementary Secondary Education; English (Second Language); Limited English Speaking; Program Design; Program Development; Program Implementation; Second Language Learning; Two Way Immersion Programs
Abstract:
This guide offers a framework to facilitate the planning process for dual language programs, assuming at least a basic working knowledge of the central characteristics and essential features of dual language models. It provides an overview of the various models that serve linguistically diverse student populations, defining the term dual language as including four types of programs: developmental bilingual programs, two-way immersion programs, foreign/second language immersion programs, and heritage language immersion programs. The guide presents five steps in the planning process: clarifying the mission; gathering information (e.g., population, parent/community support, administrative support, teacher support, teaching materials, instructional strategies, goals, student assessment, and program evaluation); choosing a program model (with a quiz designed to be a starting point for a conversation about which model may be most appropriate); assessing readiness to implement a dual language program; and action planning (determining what remains to be done to be ready for implementation, prioritizing the tasks, and generating a timeline). Recommended resources and publications and products are attached. (SM)
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