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ERIC Number: ED601041
Record Type: Non-Journal
Publication Date: 2015-Dec
Pages: 147
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
Dual Language Education Programs: Current State Policies and Practices
Boyle, Andrea; August, Diane; Tabaku, Lisa; Cole, Susan; Simpson-Baird, Ashley
Office of English Language Acquisition, US Department of Education
This report presents an analysis of relevant research and extant data related to dual language education policies and practices. Dual language education programs are a type of bilingual education program in which students are taught literacy and academic content in English and a partner language. Dual language programs aim to help students develop high levels of language proficiency and literacy in both program languages, attain high levels of academic achievement, and develop an appreciation and understanding of multiple cultures. Recent research suggests that the approach provides more opportunities for English learners (ELs) to reach higher levels of academic achievement than other types of programs. Dual language programs vary in structure, implementation, and enrolled student populations. The main models include: (1) Two-way dual language programs (also known as two-way immersion programs), and (2) One-way dual language programs, in which students from predominantly one language group receive instruction in both English and a partner language. The first chapter of this report describes the historical and federal policy context for dual language programming and the data collection methods used to generate this report. Chapters II through VI then report on data collection and analysis for the areas related to dual language programs: (1) Chapter II: Key features and components of dual language programs, including state issued definitions, requirements, and guidance; (2) Chapter III: State-level and district-level eligibility and EL reclassification criteria; (3) Chapter IV: Standards, assessment, and accountability policies and practices; (4) Chapter V: Teacher qualifications, including certification requirements and professional development for educators; and (5) Chapter VI: State support available for dual language programs, including funding and technical assistance. The report concludes by briefly describing benefits associated with dual language programming; terminology, development, and sustainability challenges; state support for addressing these challenges; and areas for future research.
Office of English Language Acquisition, US Department of Education. 400 Maryland Ave SW, Washington, DC 20202. Tel: 877-424-1616; e-mail: edpubs@edpubs.ed.gov; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of English Language Acquisition (OELA) (ED); American Institutes for Research (AIR)
Grant or Contract Numbers: ED04CO0025/0018