Effects of a Two-Way Bilingual Program on the Literacy Development of Students in Kindergarten and First Grade
Bibliographic Data
| ID | 12752137 |
|---|---|
| Authors | María García López (0000-0002-7702-5420, Florida International University, corresponding author), Abbas Tashakkori (Florida International University) |
| Year | 2004 |
| Volume | 28 |
| Issue | 1 |
| Pages | 19-34 |
| Publication date | 2004-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2004.10162610 |
| OpenAlex | W1991810078 |
| Language | EN |
| Citations received | 5 |
| References cited | 7 |
This study examines the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. This study compared the literacy development of two groups of children who received different proportions of instruction in English and Spanish. Both the experimental and control groups consisted of students who were English language learners (ELLs), as well as students who were not ELLs (i.e., native English speakers and former ELLs who reached proficiency). Students in the experimental group participated in a two-way bilingual program in which instruction was in English approximately 70% of the time and in Spanish approximately 30% of the time. Students in the control group attended the same school but were in mainstream classes and received instruction in English about 90% of the time. Comparison of test scores (on district-developed assessments and the Scholastic Reading Inventory) of the two groups at the end of the school year indicated that in spite of the initially lower pretest scores in some subject areas, the experimental group's achievement was very close to that of the control group. It is concluded that two-way bilingual programs can assist schools in improving ELLs' academic achievement in English language arts
Academic achievement · Academic year · Bilingual education · Ell · English language · Language proficiency · Linguistics · Literacy · Mainstream · Mathematics education · Pedagogy · Reading (process · Reading comprehension · Teaching method · Test (biology · Vocabulary development · Multilingual Education and Policy · Psychology · Reading and Literacy Development · School Choice and Performance
Development of the Cecer-DLL child and family questionnaire
Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence
Differential Outcomes of Two Bilingual Education Programs on English Language Learners
Gender and Bilingual Education
What Do Parents Think of Two-Way Bilingual Education? An Analysis of Responses
Development of the First Language is not a Barrier to Second-Language Acquisition
A Meta-Analysis of the Rossell and Baker Review of Bilingual Education Research
A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement
Executive Summary
Is the undercount a demographic problem
The Politics of Bilingual Education
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2006 - 2022 (17) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |