Collier, V.P., & Thomas, W.P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.
PDF available at http://njrp.tamu.edu/2004/PDFs/Collier.pdf
Abstract:
Our longitudinal research findings from one-way and two-way dual language enrichment models of schooling demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Effect sizes for dual language are very large compared to other programs for English learners (ELLs). Dual language schooling also can transform the experience of teachers, administrators, and parents into an inclusive and supportive school community for all. Our research findings of the past 18 years are summarized here, with focus on ELLs’ outcomes in one-way and two-way, 50:50 and 90:10, dual language models, including heritage language programs for students of bilingual and bicultural ancestry who are more proficient in English than in their heritage language.
Background:
These researchers have extensive experience examining bilingual/ESL program models and their effectiveness. At the time this article was published, they had conducted research covering 23 school districts in 15 states with over 2 million student records. (Later research included over 6 million student records.) These school districts were in urban, suburban, and rural areas and included both large and small districts.
This particular paper highlights results from two specific areas: Houston Independent School District and two school districts in northern Maine. The latter were in rural areas near the border with Canada. Houston implemented a dual language program with Spanish as the partner language. French was the partner language in the Maine school districts. In both cases, those students in dual language programs showed high levels of academic achievement in English while also increasing proficiency of the respective partner language to a high degree.
Key Quotes: (emphasis added)
"In every study condicted [sic], we have
consistently found that it takes a six to eight years, for ELLs to
reach grade level in L2, and only one-way and two-way enrichment dual
language programs have closed the gap in this length of time. No
other program has closed more than half of the achievement gap in the
long term." (p. 5)
"With the stimulus of native-English-speaking peers in two-way bilingual classes, groups of English learners typically reach grade level achievement in second language by 5th or 6th grade, reaching an average of the 61st NCE [normal curve equivalent] or the 70th percentile by the eleventh grade.
This is truly astounding achievement when you consider that this is higher achievement than that of native-English speakers being schooled through their own language, and who have all the advantages of nonstop cognitive and academic development and sociocultural support. Native-English speakers’ language and identity is not threatened, because English is the power and status language and they know it, so they have a huge advantage in confidence that they can make it in school, from a sociocultural perspective. Yet English learners can outpace native-English speakers year after year until they reach grade level in their second language, when they are schooled in a high quality enrichment program that teaches the curriculum through their primary language and through English." (p. 11)
"The astounding effectiveness of dual
language education extends beyond student outcomes, influencing the school experience of all participants. As the program develops and matures, teachers, administrators, and parents in formal and informal interviews all express an awareness that they are part of something very special. Most adults connected to the program begin to view it as a school reform, where school is perceived positively by the whole school community. The respect and nurturing of the multiple cultural heritages and the two main languages present in the school lead to friendships that cross social class and language boundaries. Teachers express excitement, once they have made it through the initial years of planning and implementing an enrichment dual language model, that they love teaching now and would never leave their jobs. They feel they have lots of support, once the staff development and teacher planning time is in place for this innovation. Teachers can see the difference in their students’ responsiveness and engagement in lessons. Behavior problems lessen because students feel valued and respected as equal partners in the learning process." (p. 11)
"How the program is implemented can influence the rate at which English learners close the gap. Important principles of dual language include a minimum of six years of bilingual instruction with English learners not segregated, a focus on the core academic curriculum rather than a watered-down version, high-quality language arts instruction in both languages and integrated into thematic units, separation of the two languages with no translation or repeated lessons in the other language, use of the non-English language at least 50 percent of the instructional time and as much as 90 percent in the early grades, and use of collaborative and interactive teaching strategies. How faithful teachers are to these principles can strongly influence the success of the program, and the principal is a key player in making the model happen as planned." (p. 13)
"Clearly dual language education is a school reform whose time has come. It is a school model that even the English-only advocates endorse, because it is an inclusive model for all students, and all student groups benefit from participating." (p. 18)
