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Dual Language Programs and Closing the Achievement Gap

~4 min read 6 sections Education · Inclusive Education

Abstract

This paper examines the effectiveness of dual language educational programs in closing the achievement gap between English language learners and native English speakers in the United States. Drawing on longitudinal data from Collier and Thomas's 2004 study, the paper compares three bilingual education models — Transitional Bilingual Education, Developmental Bilingual Education, and Two-Way Bilingual Immersion — and argues that two-way immersion programs produce the strongest academic outcomes. The analysis also highlights how proficiency in a student's native language supports acquisition of a second language, and why including native English speakers in these programs benefits all learners.

Key Takeaways

Introduction: Context for bilingual education in the U.S.
Understanding the Three Bilingual Education Models: Defines transitional, developmental, and immersion programs
Evidence from Figure 1: 90/10 Immersion Results: Grade-level test score trends in 90/10 classes
Evidence from Figure 2: Two-Way Immersion Efficacy: Score disparities supporting two-way immersion value
The Relationship Between Native and Second Language Achievement: Native language mastery aids second language learning
Conclusion: Two-way immersion recommended to close achievement gap

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What makes this paper effective

The paper grounds its argument in specific empirical data, referencing two graphs from a peer-reviewed longitudinal study rather than making unsupported claims.
It carefully defines key terminology — such as 90:10 classes and the three program types — before analyzing the evidence, which aids reader comprehension.
The conclusion ties the argument together by explaining the practical mechanism (student expertise at early grade levels) behind the program's success, not just restating findings.

Key academic technique demonstrated

The paper demonstrates evidence-based argumentation by interpreting graphical data from a primary source and explaining why the methodology matters (e.g., the significance of grade-level progression in 90:10 classes). This moves beyond simply citing a source to actively unpacking what the data reveals.

Structure breakdown

The paper opens with a policy context framing the need for bilingual education, then defines the three program models before analyzing each figure from Collier and Thomas in turn. A separate section addresses the cross-linguistic relationship between native and second language achievement, and the conclusion synthesizes findings into a clear policy recommendation. The structure is linear and logical, with each section building on the previous one.

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Essay 728 words

Introduction

With the abundance of immigrants arriving in the United States daily, it is increasingly important to provide an educational environment that addresses the needs of bilingual students. This is also partly due to the number of students in the U.S. who, though native-born, are fully immersed in a culture where they speak a language other than English more frequently or more proficiently than they speak English. In attempting to close the achievement gap between these students and native English speakers, it is actually beneficial to involve not only English as a second language (ESL) students but also native English speakers — as this approach most effectively accomplishes that goal. Longitudinal evidence from a pair of graphs discussed below supports this assertion.

Understanding the Three Bilingual Education Models

In order to correctly interpret the graph in Figure 1 of "The Astounding Effectiveness of Dual Education for All" by Virginia Collier and Wayne Thomas (p. 7) and to understand its relevance to closing the achievement gap between English language learners and native English speakers, readers must first understand the three categories of educational programs tested. Transitional Bilingual Education strictly involves non-native English speakers. Developmental Bilingual Education involves both native and non-native English speakers but teaches only one language. Two-Way Bilingual Immersion involves both types of students and teaches both Spanish and English.

4 Sections Hidden · 435 words

Evidence from Figure 1: 90/10 Immersion Results120 words

The results indicate that students consistently tested at the highest levels in the immersion class, even while learning two languages. It is important to understand the significance of the fact that…

Evidence from Figure 2: Two-Way Immersion Efficacy105 words

The graph in Figure 2 of Collier and Thomas's article (p. 8) also attests to the efficacy of two-way immersion classes, perhaps…

The Relationship Between Native and Second Language Achievement115 words

Another finding that the second graph points to — and which becomes clearer when compared with the first graph — is that there is a meaningful relationship between achievement in Spanish and achievement in English. This is particularly true for non-native English speakers. Learning the fundamental…

Conclusion95 words

One of the most effective means of closing the achievement gap between native English speakers and non-native speakers is to implement two-way immersion classes. The principal distinction between a two-way class and a one-way class…

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References

Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual education for all. NABE Journal of Research and Practice, 2(1).

Key Concepts in This Paper

Two-Way Immersion Achievement Gap Bilingual Education 90/10 Model Language Transfer English Learners Native Language Proficiency Longitudinal Data Student Expertise Dual Language Programs