Placement of former english language learners in middle schools: general education or dual language?

ABSTRACT

Historically, many educators have attempted to help English Language Learners (ELLs) develop sufficient English skills to be reclassified so that they can be placed in general-education classrooms. At present, educators increasingly favor a policy of placing former ELLs in dual-language settings. But it remains unclear whether former ELLs in middle schools perform better academically in general-education (GE) or dual-language (DL) classrooms. Research was conducted to compare former ELLs placed in GE settings and those who remained in DL classrooms on state tests in English Language Arts (ELA) and math (n = 99) at the middle-school level. In both subjects, DL students outperformed GE students on two of four yearly test administrations following reclassification, and for ELA averaged across the four, with single-test effects stronger in math than ELA. GE students did not outperform DL students on any of eight tests. Calling into question policies favoring placement of former ELLs in GE classes, the results underscore the efficacy of continuing to use students’ home language in instruction following reclassification.

KEYWORDS:

• Additive bilingualism
• dual language program
• early-exit/Late-exit bilingual education programs
• enrichment bilingual education
• U.S. English

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Bruce Torff

Bruce Torff is a Professor of Educational Psychology at Hofstra University in Hempstead, New York. Torff has published numerous books and articles on topics in educational psychology, cognitive developmental psychology, and teacher education, including work on teachers’ beliefs and attitudes, classroom use of critical thinking activities, and professional development for educators. His books include Understanding and Teaching the Intuitive Mind and Multiple Intelligences and Assessment. Torff is founder and director of the Doctoral Program in Learning and Teaching at Hofstra, where he was named Teacher of the Year in 2009. He earned a doctorate and two masters degrees at Harvard University, where he worked with Howard Gardner and served as a Project Director at Project Zero, Gardner’s research organization. Torff also held a postdoctoral appointment at Yale University in collaboration with Robert J. Sternberg. Torff is active as a leader of professional-development workshops for educators and is also a jazz pianist and songwriter.

Audrey Figueroa Murphy

Audrey Figueroa Murphy, Ed.D. is an associate professor of TESOL, Bilingual and Dual Language education in the Education Specialties Department at St. John’s University in New York. She is a member of NABE (National Association of Bilingual Education), was a board member of the Bilingual SIG of AERA (American Educational Research Association) and former Vice President of NYS TESOL (Teaching English to Speakers of Other Languages). Her research focuses on the effectiveness of the various models and methods of ELL instruction, and the impact of educational reform initiatives within Bilingual/Dual language classroom settings.