Bilingual Multi-Cultural Education vs. Integrated and Non-Integrated ESL Instruction

Abstract

An ex post facto study was conducted using three elementary school programs for Hispanic children who were not proficient in English. The three programs were: 1) bilingual multi-cultural, 2) integrated ESL and 3) non-integrated ESL. Grade point averages in math, reading and language achievement test scores (CTBS) of first and sixth graders were compared. In the sixth grade, the bilingual multi-cultural students were superior on most of the criteria, and the integrated ESL students were superior to the non-integrated ESL students on math GPAs and CTBS achievement test scores. The relationship of these findings to the de Kanter and Baker report is discussed. Limitations of the study are described and the case for a definitive longitudinal investigation is presented.

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