ERIC Number: ED476177
Record Type: RIE
Publication Date: 2003-Apr
Effects of Two-Way Bilingual Education on the Literacy Development of Students in Kindergarten and the First Grade.
Lopez, Maria G.; Tashakkori, Abbas
The purpose of this study was to examine the short-term effects of a two-way bilingual education program on the literacy development of students in kindergarten and first grade. Two groups of children were compared in terms of their academic achievement in English language arts. The groups included students with limited English proficiency (LEP) as well as students who were not LEP. One group was instructed in English approximately 70% of the time and in Spanish approximately 30% of the time in a two-way bilingual education (Extended Foreign Language (EFL)) program. The academic performance of these students was compared with that of a group of students who attended the same school but were enrolled in a regular program. Participants were 46 treatment group students in kindergarten, compared with 41 other kindergarten students, and 57 first graders, compared with 71 other first graders. Results indicate that after 1 year of the intervention, there were statistically significant differences between the two groups only in sight vocabulary (at kindergarten and grade 1) and in alphabet (kindergarten). In all other areas of language development, there were no statistically significant differences between the achievement scores of the two groups. Results show that students in the EFL program make adequate academic progress, confirming the usefulness of the two-way bilingual program in reducing the achievement gap between LEP students and others. (Contains 3 tables and 14 references) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).