Utilizing Two-Way Bilingual Education for Reducing the Achievement Lag of LEP Students in Primary Grades: A Longitudinal Study.

María García López · Abbas Tashakkori

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

This study investigated the effect of a bilingual education program on the achievement gap in language development between at-risk kindergarten students with minimal English proficiency and students who were proficient English speakers. Limited English Proficient (LEP) students were included in an Extended Foreign Language (EFL) program designed to develop and maintain students' language and literacy skills in two languages: English and Spanish. Participating students were identified as at-risk because they performed at significantly lower levels than students in the comparison group. Participants received instruction in English 70 percent of the time and Spanish 30 percent of the time. These students' academic performance was compared to that of a group of LEP and non-LEP students who attended the same school but did not participate in the EFL program. Progress was tracked for 2 years. Data from students' pretest-posttest scores indicated that at-risk students participating in the EFL program made adequate academic progress during the 2 years of the study. By the end of the second year, there were no statistically significant differences between the at-risk and the comparison groups in any of the seven indicators of verbal and academic development or in the standardized achievement test Scholastic Reading Inventory. (Contains 15 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1110110Co. Lop-7---, 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) XThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. DRAFT

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References

2002Children's Reading and Mathematics Achievement in Kindergarten and First Grade 1997UNDER ATTACK/THE CASE AGAINST BILINGUAL EDUCATION 1992A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement 1992Bilingualism and Second Language Learning 1998Five Methodology Errors in Educational Research: The Pantheon of Statistical Significance and Other Faux Pas.2000Lessons from Research: What Is the Length of Time It Takes Limited English Proficient Students To Acquire English and Succeed in an All-English Classroom? Issue Brief No. 5.1997The Politics of Bilingual Education 1992Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Program for Language-Minority Children.

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