Dual-Language Programs: An Exploration of Students' Academic Achievement, Bilingual Proficiencies, and School Identification

• In Event: 43.077 - MTCC Roundtable Session 15
  In Roundtable Session: 43.077-9 - The Quest for Educational Equity for Bi/Multilingual Students

Abstract

Employing a mixed-methods research design, this study examines how a newly designed dual language program in an urban school advances language proficiencies among Spanish-English bilingual 6th graders in relation to content area achievement as measured on NYS standardized tests in English Language Arts and Math. It further investigates whether the program helps students develop positive school identification and promote their language commitment. The results drawn from both quantitative and qualitative data indicate that bilingual students benefitted
from attending a dual language program. The dual language program contributed to their academic achievement, pride in bilingual school identification and language learning. The study draws out pedagogical and policy implications and suggests further directions in carrying out research in the field.

Authors

• Janina Brutt-Griffler, SUNY - Buffalo

• Eunjee Jang, University at Buffalo - SUNY