Remedy or Remediation: A Longitudinal Study of Emergent Bilinguals' Achievement and Course Placements

• In Event: Learning Outcomes and Adolescent Bilingual Students

Abstract

Dual language bilingual education (DLBE) can preserve and develop the heritage languages of emergent bilinguals (EBs), and address academic disparities. Yet, DLBE programs are nested in sociopolitical contexts which may disrupt such benefits. To address this construction of DLBE as a panacea, we study two EB cohorts in DLBE or ESL programs over 8-years to examine 1) academic achievement, and 2) course placements in the middle school that support or impede long-term college and career readiness. Findings demonstrate that EBs in DLBE fare better in achievement and placement in English language arts, but not in math. Further, particular advanced-level math electives are more availed to EBs in ESL programs, demonstrating that DLBE programs need to examine non-language arts subjects.

Authors

• Trish Morita Mullaney, Purdue University

• Jennifer Renn, Purdue University

• Ming Ming Chiu, The Education University of Hong Kong