ERIC Number: EJ724690
Record Type: Journal
Publication Date: 2004
Effects of a Transitional Bilingual Education Program: Findings, Issues, and Next Steps
Hofstetter, Carolyn Huie
Bilingual Research Journal, v28 n3 p355-377 Fall 2004
This study examined the effectiveness of a transitional Spanish-English bilingual program, Academic Language Acquisition (ALA), in enhancing K-5 students' English-language proficiency, as well as their English performance in academic subject areas, in comparison with the Structured English Immersion (SEI) process. An existing reading program, Success for All (SFA), served as a confounding influence because it had similar goals for reading development and included English- and Spanish-language curricula. Given 4 years of enrollment in their respective programs, ALA and SEI students, regardless of participation in SFA, were scoring on par with one another as a group. This phenomenon occurred with content-based tests (reading, mathematics, and language arts) and in the reading and listening and speaking portions of the California English Language Development Test, an English-language proficiency measure. The only statistically significant difference among student groups was that students in both ALA and SFA appeared to be scoring at a lower level on the California English Language Development Test writing portion than matched peers in the other three groups of interest (participants in ALA but not SFA, participants in both SEI and SFA, and participants in SEI but not SFA). Additional findings, theoretical and methodological issues, and implications for future research are featured.
Descriptors: Program Effectiveness, Scoring, Reading Programs, English (Second Language), Academic Discourse, Bilingual Education, Language Proficiency, Spanish, Language Tests
National Association for Bilingual Education, 1030 15th Street, NW, Suite 470, Washington, DC, 20005. Tel: 202-898-1829; Fax: 202-789-2866; e-mail: firstname.lastname@example.org; Web site: http://www.nabe.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Authoring Institution: N/A
Identifiers - Location: California
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/72893
IES Cited: ED535810