Virginia P. Collier and Wayne P. Thomas
George Mason University
Our longitudinal research findings from one-way to two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievements gap in second language (L2). Effect size for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs’ outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.
The Pertinent Distinction: Enrichment vs. Remediation
Differences in One-way and Two-way Dual Language Education
Gap Closure Research and the No Child Left behind Act of 2001
Houston Independent School District, Texas
Heritage Language Program in Maine
Longitudinal Comparisons of Program Effectiveness for English Learners
Outcomes of Dual Language for Teachers, Administrators, and Parents
Factors Affecting Gap Closure in Dual Language Programs
Variations in Rate of Annual Gain Among Selected Dual Language Schools
Type of Dual Language Programs
Is English-only Mainstream More Effective than Dual Language Mainstream Classes?
The Next Steps
Read the full text: http://njrp.tamu.edu/2004/PDFs/Collier.pdf