ERIC Number: ED295477
Record Type: Non-Journal
Publication Date: 1988-Apr-29
Two-Way Bilingual Program Effects.
Baecher, Richard E.; Coletti, Charles D.
The two-way bilingual education program in Port Chester, New York, in which both native English-speaking and limited-English-proficient native Spanish-speaking students are given instruction in both languages, is described and its outcomes evaluated. Data on the performance of language-minority and language-majority students, gathered from norm-referenced tests and student interviews over three years, are displayed in 11 tables and analyzed in the text. In general, the findings support the use of the two-way bilingual program design for its emphasis on language learning as a resource rather than as a problem. Some less positive results in English language and mathematics development among native speakers are attributed to the complexity of implementing two curricula in one class. It is suggested that two-way bilingual programs, if properly monitored and supported, can recontextualize current second language education practices. (MSE)
Descriptors: Academic Achievement, Bilingual Education, Case Studies, Elementary Education, English (Second Language), Language Proficiency, Limited English Speaking, Outcomes of Education, Program Design, Program Effectiveness, Second Language Learning, Spanish, Spanish Speaking, Two Way Immersion Programs
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A