Dual Language in Secondary Settings

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

Abstract

This paper examines the current knowledge base related to secondary two-way immersion (TWI) programs, a growing segment within TWI. Although still only a small number nationwide, secondary TWI programs play an important role in sustaining high levels of language competence in more than one language. The purpose of this paper is to provide a synthesis of current research on secondary TWI program outcomes and some promising practices by teachers at the secondary level. We also argue that the cultural dimension of TWI must take a more central place in research and practice in secondary TWI programs.

Linguistic and Academic Outcomes
Overall, the studies show that students who attend or attended a TWI program significantly outperform peers in English reading. For example, Quintanar-Sarellana (2004) found that middle school students in a TWI program in California, performed at or above the 50th percentile in reading on the SAT-9 Reading and Language Arts test. Moreover, scores increased as students moved up towards higher grade levels. TWI students also outperformed non-TWI students on standardized writing tests (Cazabon, 2000; Cobb, Vega, & Kronauge, 2006; Senesac, 2002; Vega, 2014).

Cultural Outcomes
The third goal of TWI, cross-cultural competence, has received significantly less attention than the other two goals. In a recent review, Feinauer and Howard (2014) note that most studies have used the lens of student attitudes to analyze dual language program outcomes. Studies find that adolescent TWI students display positive attitudes towards school, the TWI program, bilingualism, as well as diversity (Authors, 2008; Authors, 2011; Authors, 2011; Authors, 2000). In one study, the authors interviewed middle school and high school students as to their cultural and linguistic investment in their TWI experience. They found that the majority of the students enjoyed their experiences and valued their bilingualism. Even though both the Euro-Americans and the Latinos acknowledged the economic or instrumental use of becoming bilingual, the Latinos emphasized its cultural benefits as they could better connect with their families and friends through their Spanish language and through a study of Spanish literature. Furthermore, TWI students have high opinions regarding their global self-worth, displaying a positive outlook towards life in general (Cazabon, 2000).

Conclusion and Implications
Our review of the literature on secondary TWI programs show that, following results from elementary TWI programs, secondary TWI students generally perform as well as or outperform peers in reading and math. If TWI programs wish to meet their long-term language and academic goals, we argue, TWI educators need to pay attention to identity investment and its role in students’ motivation to continue to learn and use the partner language in support of on-going bilingual development. Dual language programs also must pay attention to those needs in order to be successful programs at the secondary level. Especially for programs at this level, TWI educators must pay explicit attention to culture and identity outcomes for all students.

Authors

• Ester J. de Jong, University of Florida

• Carol Irene Bearse, Touro College