Now, a study out of George Mason University reviewed eight million student records and found that transitional bilingual education was statistically significantly less effective than a long-term bilingual program that maintains instruction in both languages (Collier & Thomas, 2017). This study alone should warrant further exploration into making dual immersion programs the norm. With a growing Hispanic and language minority student population, educators need to reevaluate the current teaching curriculum to better address the needs of the fastest growing student demographic to remain competitive and to close achievement gaps. As the need for a new comprehensive bilingual education program grows, research and studies have outlined alternative methodologies that offer a new path.

References

Collier, V., & Thomas, W. (2017). Validating the power of bilingual schooling: Thirty-two years of large-scale, Longitudinal Research: Annual Review of Applied Linguistics, 37, 203-217. doi:10.1017/S0267190517000034

·         Dual Language programs are gaining in popularity and are widely considered the most effective program for multilingual student success.

·         Prior English-only instruction has created a bilingual teacher shortage.

·         A “vicious cycle” is created when a no access to bilingual education means an inability to develop bilingual teachers.

·         A focused push toward a long term dual language program is important to facilitate a more equitable education system.

·         Two barriers were found that prevented to-be teachers from entering into bilingual teaching programs. 1.) Teachers were unaware of the option, and 2.) Spanish speakers were concerned about their academic Spanish as being too limited.

·         Bilingualism and alternative cultures must be viewed as an asset.

Briceno, A., Munoz-Munoz, E., and Rodriguez-Mojica, C. (2019) The bilingual teacher shortage: A vicious cycle. Language Magazine, 18(10), pp. 26-30. Retrieved from https://www.languagemagazine.com/2019/06/14/the-bilingual-teacher-shortage-a-vicious-cycle/#:~:text=As%20a%20result%2C%20recruiting%20and,(Katz%2C%202004%2C%20p.

The number of English language learners (ELLs) are rapidly increasing yet remain the lowest performing subgroup.

Spanish speakers makes up the majority of ELLs.

Bilingual education must be improved to provide equitable education for all.

ELLs have low academic success, a high dropout rate, and a lower college attendance rate.

Educators must take six steps 1.) embrace diversity, 2.) focus on academic achievement, 3.) identify long-term English learners, 4.) utilize technology, 5.) address the lack of qualified bilingual teachers, and 6.) view bilingualism as an asset.

Technology specifically creates an avenue to close the learning gaps between English and non-English speakers.

 

 

Education Dive (2020). Improving academic outcomes for emergent bilingual students. Retrieved from https://www.educationdive.com/spons/improving-academic-outcomes-for-emergent-bilingual-students/575137/

Name: Fourteenth Amendment

Citation: U.S. Const. amend. XIV.

Name: Lau v. Nichols, 1974

Citation: Lau v. Nichols, 414 U.S. 563 (1974).

Citation: Bilingual Education Act of 1968, 81 Stat. § 816 (1968).

Name: Bilingual Education Program Content and Design

Citation: Program Content and Design, 19. Tex. Admin. Code § 89.1210

 

Elma E. Barrera Elementary Student Handbook (2020-2021). Retrieved from https://4.files.edl.io/a6a4/09/14/20/174921-0cc5b49f-92e3-4eed-b2e5-6e193f579d89.pdf

Code of Ethics and Standard Practices for Texas Educators, 19. Tex. Admin. Code §247.2. Retrieved from https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2 

May, S. (2017). Bilingual education: What the research tells us. Bilingual & Multilingual Education (pp. 81-100). doi:10.1007/978-3-319-02258-1_4.