Dual Language Programs and Closing the Achievement Gap
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.
- 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.
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.
Evidence from Figure 1: 90/10 Immersion Results
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 all of these classes follow a 90:10 model. These classes begin by teaching the bulk of material in the non-native language — typically Spanish in the Houston school district where this research was conducted — in the lower grades, before gradually shifting to 50% instruction in English and 50% in the non-native language by fifth grade. It is therefore significant that students at the later grade levels, particularly fifth graders, demonstrated higher test scores. This pattern suggests that sustained immersion, rather than early English-only instruction, supports stronger long-term academic outcomes.
Conclusion
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 is that the former allows native English speakers to enroll. This creates a classroom environment in which student expertise in English is present even at the youngest grade levels. These native English-speaking students inevitably support their peers, just as those peers in turn help the native English speakers develop proficiency in a second language such as Spanish. The evidence reviewed here strongly supports dual language program expansion as a practical and effective policy response to the educational needs of linguistically diverse student populations.
References
Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual education for all. NABE Journal of Research and Practice, 2(1).
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