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Folder: Bilingual Education

Benefits of Two-way Bilingual Education

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Benefits of Two-way BE   dot   Evidence of Two-way effectiveness   dot   L1 in early childhood   dot   Majority Language Learners   dot   Student Views   dot   What is two-way BE?   dot   Issues   dot   Research   dot   Websites

Benefits of Two-way BE

Huang, Gary Gang (1992). Self-Reported Biliteracy and Self-Esteem: A Study of Mexican American 8th Graders. [Research] (ED356937) This study examines the relationship between proficient bilingualism or biliteracy (proficiency in reading and writing in both Spanish and English) and the self-esteem of Mexican American students. The concept of proficient bilingualism has not been widely used to examine bilingual education's noncognitive functions, in particular its effect on the self-esteem of Mexican American students. This study analyzed data from the 1988 National Education Longitudinal Survey. The sample included 1,034 Mexican, Mexican American, and Chicano eighth graders with a Spanish-English bilingual background. Based on self-report, students were categorized as either biliterate, English monoliterate, Spanish monoliterate, or oral bilingual. A set of 13 questions that measured self-esteem were factor analyzed, generating three subdimensions (self-deprecation, self-confidence, and fatalism). Controlling for students' sociodemographic background, school experience, academic performance, and status among peers, analysis revealed: (1) Mexican American children who saw themselves as biliterates had the highest self-confidence as compared to monoliterates and oral bilinguals; (2) English monoliterate children had lower fatalistic attitudes than other children; (3) self-reported Spanish monoliterates seemed disadvantaged in the three measures of self esteem; and (4) there was a strong interactive effect between parents' education and children's birth place (U.S. or foreign) on biliteracy identity. This paper includes data tables. Contains 40 references. (LP)

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Evidence of Two-way effectiveness

Lindholm, Kathryn J. (1991). Theoretical Assumptions and Empirical Evidence for Academic Achievement in Two Languages. Hispanic Journal of Behavioral Sciences, v13 n1 p3-17 Feb 1991. Studies second and third grade Spanish and English native speakers' proficiency in both languages and academic achievement, following exposure to extended-length bilingual/immersion program. Considers theoretical assumptions regarding language-thought relationship. Results link bilingualism and achievement. Identifies two language-proficiency types. Indicates content transfers across languages. (TES)

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L1 in early childhood

Rodriguez, James L., & Others, And (1995). The Impact of Bilingual Preschool Education on the Language Development of Spanish-Speaking Children. Early Childhood Research Quarterly, v10 n4 p475-90 Dec 1995. Examined effect of bilingual preschool education on the Spanish and English language development of Spanish-speaking children. Found that, compared to children who remained at home, children enrolled in preschool gained proficiency in English at a faster rate while maintaining a comparable level of Spanish proficiency. (HTH)

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Majority Language Learners

Brittain, Fe Pittman (1991). Effects of a Maintenance Bilingual Bicultural Program on Fully English Proficient Students. Journal of Educational Issues of Language Minority Students, v8 p125-46 Spr 1991. Observation of a maintenance bilingual (Spanish-English) program to determine its effects on majority language students found that fully English-proficient students enrolled in the program did achieve competency in Spanish and that their attitudes toward Spanish, second-language learning, and Mexican-American culture and community were strongly positive. (45 references) (CB)

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Student Views

Lambert, Wallace E., & Cazabon, Mary (1994). Students' Views of the Amigos Program. Research Report11. [Research]; [Statistics]; [Test] (ED390248) This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two- way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African American. For half the day Spanish is the medium of instruction and English is used for the other half. A 25-questions survey was administered to Grade 4, 5, and 6 Amigo students designed to sound out their perceptions of the two-way language learning experience and the social world it provides. Results showed that both English- and Spanish-Amigos are aware of their progress in acquiring skills in both Spanish and English; that both groups have confidence in their potential as teachers of these languages; and that both are sensitive to cultural norms governing language use outside of school. Results also showed that the majority of Amigo students are basically satisfied with the program; that they want to continue in it and in their own bilingual/bicultural development; and that they do not believe the program has jeopardized their academic progress nor their command of their first language. The study investigators believe that these perceptions and opinions of students are essential to the evaluation of the program's effectiveness and to the program's amelioration. Appended to the report are the responses displayed in tabular form by grade following each of the 25 questions. A brief second table gives data on average Spanish and English reading scores of the Spanish Amigos. (LR)

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What is two-way BE?

Christian, Donna, & Mahrer, Cindy (1992). Two-Way Bilingual Programs in the United States, 1991-1992. [Research]; (ED343444) The information on two-way bilingual programs presented in this volume was gathered as the first phase of a study for the National Center for Research on Cultural Diversity and Second Language Learning. Two-way bilingual programs integrate language minority and language majority students and provide instruction in and through two languages. This volume updates and expands upon information identified by Lindholm in 1987. Profiles of 76 programs are provided, representing 124 schools in 13 states. The entries reflect the wide variability in descriptions of the implementation of two- way bilingual education, including two-way bilingual, developmental bilingual, bilingual immersion, double immersion, interlocking, and dual language programs. The contents of this volume are as follows: introductory narrative; list of programs by state; program descriptions by state (California, Colorado, Connecticut, District of Columbia, Florida, Illinois, Massachusetts, New York, Oregon, Pennsylvania, Texas, Virginia, and Wisconsin); index of programs by schools and school districts; and a list of abbreviations used. (LB)

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Learning woes for Latinos

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Topic Areas-Two-Way Immersion

Two-Way Immersion Education Resources

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The National Education Association (NEA)

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Hallie Preskill: Building Evaluation Capacity: 72 Activities for Teaching and Training

List FolderContents

  Affective Filters (1998)  
  Assessment and Evaluation  
  Benefits of Two-way Bilingual Education  
  Bilingual Ed Language Immersion (1998)  
  Bilingual Ed Lit Reviews (1999)  
  Bilingual Ed Research Reports (1999)  
  Bilingual Literacy (1998)  
  Biliteracy (1998)  
  Issues and Policy  
  Language Dominance: Annotated Bibliography  
  Language Proficiency Tests: Annotated Bibliography  
  Links: Dual Language Programs (2005)  
  Montessori Method: Annotated Bibliography  
  New Books  
  News and Information  
  Profienciency Assessment Tools: Annotated Bibliography  
  Research and Theory  
  Service Providers  
  Spanish Math Assessment: Annotated Bibliography  
  Spanish Reading Assessment Tools  
  Teaching and Learning  
  Total Physical Response [TPR Bilingual Education] (1998)  
  Two-Way Bilingual Education (1998)  

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