Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support

ABSTRACT

This study assesses the long-term linguistic and academic outcomes associated with different bilingual language education models for low-income dual language learners (DLLs) residing in a bilingual, bicultural context. As part of the Miami School Readiness Project (MSRP), we analyzed the impact of program model on gains in English language proficiency and 5th grade standardized achievement in reading and math and grade point average (GPA) for five cohorts of DLLs followed throughout elementary school. Participants had been enrolled in public pre-K programs or received childcare subsidies to attend center- or family-childcare from 2002 to 2007 in Miami-Dade County, Florida (N = 20,870). Controlling for several student-level background variables correlated with educational outcomes, correlational and multiple regression analyses revealed that bilingual, rather than monolingual, forms of instruction were associated with acquiring English faster and superior performance in all measures of 5th grade academic achievement. Importantly, two-way immersion models that support the home language and culture and integrate language majority and minority learners were associated with faster English acquisition, which mediated the link between Two-Way Immersion (TWI) programs and higher GPAs. We discuss the implications of our findings for educational policy and practice and highlight future research directions.

KEYWORDS:

• Bilingual education
• dual language immersion
• home language instruction
• dual language learners
• language minorities

Acknowledgement

This research was funded (in part) by the Early Learning Coalition of Miami-Dade/Monroe and the Children’s Trust. The Trust is a dedicated source of revenue established by voter referendum to improve the lives of children and families in Miami-Dade County.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by a Faculty Research and Development grant awarded by the College of Humanities and Social Sciences at George Mason University; The Children’s Trust; and the Early Learning Coalition of Miami-Dade/Monroe.

Notes on contributors

Ellen J. Serafini

Ellen J. Serafini is assistant professor of Spanish Applied Linguistics in the Department of Modern and Classical Languages at George Mason University. Her research focuses on the interaction among individual, pedagogical, and social factors in diverse language learning settings, including second language, heritage language, study abroad, community-based learning, language for specific purposes, and dual language contexts.

Nadine Rozell

Nadine Rozell is a graduate student in the M.Ed. in Educational Psychology – Applied Developmental Science program at the University of Virginia. Her research explores speed of English language acquisition and academic outcomes for elementary school dual language learners.

Adam Winsler

Dr. Adam Winsler is professor of applied developmental psychology and human development and family science at George Mason University. His research interests include bilingualism and academic outcomes for ethnically and linguistically diverse children in poverty, private speech and executive functioning, the arts and child development, school readiness, and the long-term effects of early childhood education programs.