NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1283882
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1931-3152
Contesting Math as the Universal Language: A Longitudinal Study of Dual Language Bilingual Education Language Allocation
Morita-Mullaney, Trish; Renn, Jennifer; Chiu, Ming Ming
International Multilingual Research Journal, v15 n1 p43-60 2021
In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who attended a DLBE program rather than an ESL program, scored significantly higher on ELA tests, but the association between program type and mathematics outcomes was more complex. The discussion and implications caution the English as a second language, bilingual, and dual language bilingual education fields to conduct a comprehensive analysis of content allocation and content complexity in relationship to language designation, instead of solely focusing on the overall language allocation of the DLBE program model.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: T365Z170213