Two-Way Billingual Immersion Programs Create Higher-Achieving Students

Since the 1960s, two-way immersion (TWI) education programs have existed in the United States and have recently seen a surge in growth in the last two decades. Consistent research results have caused many educators, administrators and parents to recognize the benefits associated for all students involved in these programs, which has encouraged the expansion and implementation of these types of programs across the US. In addition to the need to educate the vast growing minority language demographic in the US, bilingual education leads to academic achievement for all involved (Lindhold-Leary 2004). If the research clearly shows that TWI programs not only help the language-minority groups but also the language-majority groups to achieve at or above-average grade level academic success in two languages, then why aren’t all parents urging their school administrators to implement programs in their kids schools? Although the number of TWI schools has grown significantly since the first one opened in Coral Gables, FL in 1963, the lack of common knowledge of the existence and success of these programs is one of the main factors to blame for the slow evolution of our schools into TWI based schools.

The two-way dual immersion is still being used today but is not as popular as it has been in the past. “Two-way Bi-lingual Immersion (TWBI) reinforces positive cross-cultural attitudes as well as bilingualism” (Two-Way Bilingual Immersion Program). The purpose of this type of program is to transition, development and maintenance of students. I think this a great program and should be used in the lower grade levels more so that they have a chance at retaining what they are learning for their future. I live in Texas and the district I work in only has one elementary school that is bi-lingual and I believe it should offer it more to the others as well. I can see that the Two-way program will benefit both ELL students as well as ESL students.

More young americans nowadays are being raised in homes speaking non-English, but these students are falling behind in schools where there is not a bilingual program available. According to the U.S. Department of Education, in schools without a bilingual education program, 71% of English speakers are at or above the basic requirements for fourth grade reading while merely 30% of non-English speakers reach this level. 35% of English and 8% of non-English speakers reach proficient reading levels while only 9% of English and 1% of non-English speakers perform at advanced levels. It’s evident that the availability of a bilingual program is crucial to the success of an individual who needs the resources that can be given to them through the use of bilingual education. The percentages of the non-English speaking students previously mentioned could undoubtedly be comparable to those percentages of the English speaking students if the education they were being provided with was cohesive to their comfortability, and the material being taught was in a language they could better understand.

This model supports the use of both the native language and the new language within the daily teaching curriculum (Ray, 2008). The No Child Left Behind Act threatens the Dual Language method and negatively impacts bilingual education because of the high degree of emphasis that is placed on standardized testing. The weight of standardized testing that is felt from the state all the way down to the classroom level has forced curriculum to focus on the passing of these tests. Because bilingual students must take the standardized test in English, this has caused a shift in the landscape of bilingual education. Teachers of bilingual students are abandoning the DL method in favor of a more English only environment as a means to help students pass standardized tests (Ray, 2008). This negates the purpose of bilingual education and decreases the benefits that these students receive while learning in a dual language

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

Cultural Diversity has lead schools to promote dual language and bilingual programs for ELL students. However, raising bilingual children according to Marsha Rosenberg is not something that simply happens. Parents must carefully consider how they will raise their children in their new culture. Unfortunately, many parents often forget that neglecting their primary language in the process of raising their children will only hurt them in the long run. However, what they fail to understand is that our current society insists on developing diverse learners, who can speak two or more languages and are diverse (Gensee, n.d). Therefore, in order to raise bilingual students they parents must provide the children with rich experiences at home as well as in a variety of settings (Broekhuizen, n.d.). Furthermore, families need to maintain a close family unity and sense of belonging when dealing with the bilingual issue at home.

A transitional bilingual program is a program based on the theory that a student should first acquire fluency and literacy in their native language before joining classes where subjects are taught in a second language (English). Once the student has a strong skills base in the native language, they can more easily transfer those skills to a second language (English-only classrooms). All subjects, even content area subjects, are taught in the native language. Once the student has enough knowledge in their native language, the student can begin to be transferred into the mainstream all-English classes. A dual language program, on the other hand, is a program where all subjects are taught in two languages. Literacy and content area subjects are

Further in my research I came across experts that say transitional bilingual programs are effective socially but not academically. An expert references that in transitional bilingual programs students have made greater gains than in ESL pullout programs, but students have been much more academically successful in enrichment bilingual programs such as immersion, two-way, and developmental or late-exit (Ramirez, Yuen, Ramey, & Pasta, 1991; Thomas & Collier, 1997).

I observed a 3rd grade dual language program at Lincoln Elementary School in Blue Island, Illinois. The philosophy of the program is to provide a well-rounded educational foundation that supports children’s academic, physical, and emotional growth, success, and commitment to others. They believe that if they can create a community in the classrooms, have high expectations for all students, and nurture their native language as well as their second language, the students will be successful.

With the powerful influence of globalization transforming every aspect of our world humans must adapt to the new cultural environment being created. One major change is that of language evolution. English is the third most spoken language worldwide after Chinese and Spanish, but it is the most popular second language overall (Haviland, Prins, Walrath, & McBride, 2014). The English language is taking over, so what, you may ask, is the point of putting in the energy to learn a second language? Why should you enrol your child in a language immersion school program? Well, as an English Canadian, learning a second language through an immersion program comes with a collection of cognitive benefits that can influence a variety of things, including mental health, academic performance, and employability, not to mentions that it plays a vital part in preserving the many cultures in our country, all while promoting acceptance diversity.

The research I will be investigating will be the effectiveness of dual language classrooms. Dual language classrooms often referred to as bilingual education are academic programs that are taught in two languages throughout the school year. There are two types of dual language classrooms. Often determined by population and current demographics within the school district one- way or two- way classes will be offered. One way dual language classrooms are classrooms of only one type of native language speaker. As an example, a one way dual language classroom would have only students who speak Spanish as their first language in the classroom. Often these students speak only Spanish at home and would receive instruction in both

As future educators we have to be well equipped for our ELL students. It's here, it's real. In every classroom there are typically one or multiple students who use English as a second language. While reading this article I was reminded of how often we assume the child is a Spanish speaker. I believe we are more familiar and more equipped for that language transition. I found it particularly interesting that many felt bilingual programs hindered students' English language proficiency. Studies showed it took two-three years longer because they were able to speak in their native language to other students. I had always believe bilingual programs were very beneficial. I still believe that despite the extra time to learn the language.

My research process involved intellectual engagement with the use scholarly sources to add superior knowledge. As I began researching, I searched information over the broad topic of bilingual education positives; I decided to focus on a specific topic. I decided to write about how bilingual education directly affects school children.

The tide turned again with the 1994 Clinton Administration reauthorization of the Bilingual Education act, also known as the Improving America’s Schools Act, which promoted bilingual education for the first time not just to help immigrants learn English, but also as way to develop the human capital of the nation and promote American competitiveness in the global economy. The result of this extension was the expansion of developmental bilingual education, which included “two-way” bilingual programs serving both mainstream and language-minority students (Nieto,

In almost all DLE programs, the partner language is the language of instruction for fifty to ninety percent of the time, depending on the program. As stated in the article, “The Balancing Act Of Bilingual Immersion” by Samina Hadi-Tabassum, there are three types of ways to divide instruction. The first most common way is division by time. In this method, students spend part of their time learning in one language and then switch over to the the other language. This is done by spending half the day in each language, alternating days, or alternating weeks. The second method used is division by content. In this method, the languages are divided based on subject, with each subject being taught in a specific language. For example, in the French American School in Providence RI, middle schoolers learn math English, science, and their elective in English and French, social studies, Spanish, art, music, physical education, and health in French (Murphy). Finally, the third method is division by staff, in which one teacher teaches English and the other teaches the partner language. This method can be and often is combined with one of the first two methods. The International Charter School in Pawtucket, Rhode Island, uses the first and third methods. Students rotate between