Achieving the Promises of Dual-Language Education: Goals Achieved, Goals Overlooked, and Goals Reimagined

• In Event: 29.055 - Dual-Language Education and the Promise of Equal Educational Opportunity

Abstract

This presentation summarizes the research over the last two decades on Dual Language Education and its effectiveness in supporting English learners (ELs). We use the term Dual Language (DLE) to refer to two-way dual language programs that serve bilingual learners: language minority (ELs) and language majority students (English proficient students) and provide instruction in and through two languages: English and the partner language (Authors, 2001). In DL programs bilingual learners:
1. Develop high levels of proficiency in both languages;
2. Perform at or above grade level in academic areas in both languages; and
3. Demonstrate positive cross cultural awareness.
Twenty years ago, Drs. Donna Christian and Guadalupe Valdés published two foundational articles on DL. Using these articles as our starting point and moving through 20 years of research, we address the following questions: What is the state of research with regard to DL program implementation as defined by Christian (1996)? What shifts in the field have impacted how we conceptualize the three goals of DL programs today? How have the concerns raised by Valdés in 1997 of instructional equity and intergroup relations been addressed by the research?
Question 1:
Over the last 20 years, the research base on DL programs has grown. Through studies specifically on DL (Gomez, Freeman & Freeman, 2005; Authors, 2001; Authors, 2010; Authors, 2005) or studies on the effects of various language programs for ELLs, of which DL programs have been included, (August & Hakuta, 1997; Cheung & Slavin, 2012; Thomas & Collier, 1997, 2002; Umansky & Reardon, 2014; Valentino & Reardon, 2015), and most recently a study on ELs at varying levels of English proficiency in DL programs (Authors, 2011) we now have a wider base of evidence to pull from to better understand the goals of DL. We review the research findings for the three goals.
Question 2:
Our understanding of emergent bilinguals has been transformed by focusing more on children who are born in the US developing bilingualism simultaneously as they live in homes and communities where English and Spanish is heard, spoken and performed (Escamilla, et al, 2014). The perspective of dynamic bilingualism has implications for instructional practices and the appropriateness of language allocation in Dual Language Education.
The two decade’s shift to rely on standardized assessment has impacted the ability to assess growth in the partner language. In comparisons of the academic achievement of ELs in DL programs to ELs in other language programs, assessments in English are used, because academic assessments in English is how all ELLs are ultimately judged (Authors, 2014).
Question 3:
Our review of the research found that the third goal “cross-cultural competence” has had the least scholarly attention (Feinauer & Howard, 2014). Research on issues of instructional equity, including allocation of time to both languages have noted the difficulty of keeping students engaged in the partner language. Issues of intergroup equity remain.

Authors

• M. Beatriz Arias, Center for Applied Linguistics

• Amy M. Markos, Arizona State University - Tempe