Dual language programs: Are they an effective model for teaching second language learners?

摘要

The present researcher compared the outcomes from Dual Language and Traditional Bilingual approaches on the acquisition of English and the development of first language literacy for second language learners in the first and second grade. The study was conducted over a one year period in a large urban elementary school. The sample consisted of 94 students attending Dual Language (58) and Transitional Bilingual classes (36) in both grades one and two. Both samples consisted of students who were second language learners.; The design used was a two-way mixed factor analysis of variance, with groups (Dual Language and Transitional Bilingual) as the between subjects factor, and time of testing (pretest and posttest) as the within-subjects factor. The dependent variables were student performance on the ECLAS (an English proficiency assessment) and EL SOL (a Spanish proficiency assessment). A one-way comparison between groups using scores from the NYSESLAT exam was conducted as well and a descriptive analysis of NYSESLAT scores is presented.; Results of the study revealed that second language learners instructed in both Dual Language and Transitional Bilingual Education methods demonstrated an increase in language acquisition and oral literacy skills in English. The results also indicate there was growth in most domains of native language oral and literacy skills. Both Dual Language and Transitional Bilingual Education scores showed an increase in Spanish language skills on the majority of subtests as demonstrated by the EL SOL assessment. However, results of the study suggest that a greater proficiency in the first language does not necessarily correlate with success in acquiring a second language. There was no interaction observed in this study between students' initial levels of native language proficiency and their success in English acquisition as measured by ECLAS. The progress observed was primarily due to the quality of instruction. Results of the study further suggest that the Dual Language approach was more effective than Transitional Bilingual Education in attainment of English proficiency as measured by the NYSESLAT.