The relatively small number of effective bilingual and foreign language programs found in public schools in the United States can be interpreted as an indication that many of today’s educational leaders continue to embrace the same misconceptions about the relationship between bilingualism and scholastic performance as their predecessors. This paper contains a description and an analysis of more than three-quarters of a century of research on the topic. Studies of particular interest to educators have been highlighted. An attempt has been made not only to explain the apparent contradictions in the research but also to provide public school officials and community leaders with recommendations which are intended to serve as valuable resources when formulating policies regarding bilingual and foreign language programs.
Stored only when both papers are in the corpus — 16 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.