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The Effects of Two-way Immersion Pro...

Serrano, Diana.

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The Effects of Two-way Immersion Program Access and Participation on Students' English Proficiency and English and Spanish Reading Skill Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effects of Two-way Immersion Program Access and Participation on Students' English Proficiency and English and Spanish Reading Skill Development./
Author:	Serrano, Diana.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	114 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13862086
ISBN:	9781392231593

The Effects of Two-way Immersion Program Access and Participation on Students' English Proficiency and English and Spanish Reading Skill Development.
Serrano, Diana.

The Effects of Two-way Immersion Program Access and Participation on Students' English Proficiency and English and Spanish Reading Skill Development. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 114 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Brandeis University, The Heller School for Social Policy and Management, 2019.

This item must not be added to any third party search indexes.

Despite the growth of English language learners (ELLs) in the United States public schools, the debate continues among policymakers and educators regarding the best instructional approach to meet the educational and language needs of ELLs. The lack of rigorously designed research to test the impact of the use of a student's native language limits our understanding of the long-term impacts of native language use on academic outcomes. Waltham Public Schools began its first two-way immersion (TWI) program in the fall of 2016. The excessive demand for the TWI program in Waltham led to administrators' decision to grant access through a lottery, thus creating the conditions to conduct a randomized control trial to test the impacts of program access and participation on academic outcomes. Using a randomized design, the first paper focused on assessing the impacts of granting access and participation on English reading outcomes of all students randomized to the two experimental conditions. The second paper also capitalized on the lottery and aimed to: (1) assess the impacts of granting access to, and (2) impacts of participating in a TWI program on English language learners' proficiency in English in four domains: reading, speaking, listening and writing. I was unable to establish baseline equivalence in the first two studies; therefore, all results should be interpreted as suggestive, and not causal. The third study focused on the Spanish and English reading trajectories of participants in the TWI program. Results from this dissertation showed that (1) English language learners and non-English language learners granted access to the program were outperformed by their control counterparts on English reading levels in kindergarten and first grade; (2) there were no distinguishable differences between English language learners granted access to the TWI program and those in the control group in at least three measures of English proficiency (listening, speaking, and reading); and (3) students who participated in the TWI program made significant gains in their English and Spanish reading skills in the first two years of program participation. Findings further showed that the growth of English reading levels was positively associated with the growth in Spanish reading levels. However, there was no association between growth of Spanish reading levels and the rate of growth in English reading skills.Stakeholders should consider this dissertations' findings in the context of the broader literature which shows that the benefits of bilingual education tend not to appear until the late elementary school grades. Although granting access to and participating in the two-way immersion program appear to have an adverse effect on English reading and writing skills, it may be too early in the program to determine the long-term effects. In response to the growing population of English language learners, TWI programs are quickly proliferating across the United States and are the only bilingual model that fully integrates English language learners and non-English language learners. While some empirical evidence has shown that students in bilingual education programs can maintain and develop their first language, at no apparent cost to English language development, the findings of this dissertation paint a more complex picture. Plausible explanations for the findings and how they differ from previous research, as well as recommendations for future research, are discussed in each study.

ISBN: 9781392231593Subjects--Topical Terms:

2122778
Bilingual education.

The Effects of Two-way Immersion Program Access and Participation on Students' English Proficiency and English and Spanish Reading Skill Development.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Despite the growth of English language learners (ELLs) in the United States public schools, the debate continues among policymakers and educators regarding the best instructional approach to meet the educational and language needs of ELLs. The lack of rigorously designed research to test the impact of the use of a student's native language limits our understanding of the long-term impacts of native language use on academic outcomes. Waltham Public Schools began its first two-way immersion (TWI) program in the fall of 2016. The excessive demand for the TWI program in Waltham led to administrators' decision to grant access through a lottery, thus creating the conditions to conduct a randomized control trial to test the impacts of program access and participation on academic outcomes. Using a randomized design, the first paper focused on assessing the impacts of granting access and participation on English reading outcomes of all students randomized to the two experimental conditions. The second paper also capitalized on the lottery and aimed to: (1) assess the impacts of granting access to, and (2) impacts of participating in a TWI program on English language learners' proficiency in English in four domains: reading, speaking, listening and writing. I was unable to establish baseline equivalence in the first two studies; therefore, all results should be interpreted as suggestive, and not causal. The third study focused on the Spanish and English reading trajectories of participants in the TWI program. Results from this dissertation showed that (1) English language learners and non-English language learners granted access to the program were outperformed by their control counterparts on English reading levels in kindergarten and first grade; (2) there were no distinguishable differences between English language learners granted access to the TWI program and those in the control group in at least three measures of English proficiency (listening, speaking, and reading); and (3) students who participated in the TWI program made significant gains in their English and Spanish reading skills in the first two years of program participation. Findings further showed that the growth of English reading levels was positively associated with the growth in Spanish reading levels. However, there was no association between growth of Spanish reading levels and the rate of growth in English reading skills.Stakeholders should consider this dissertations' findings in the context of the broader literature which shows that the benefits of bilingual education tend not to appear until the late elementary school grades. Although granting access to and participating in the two-way immersion program appear to have an adverse effect on English reading and writing skills, it may be too early in the program to determine the long-term effects. In response to the growing population of English language learners, TWI programs are quickly proliferating across the United States and are the only bilingual model that fully integrates English language learners and non-English language learners. While some empirical evidence has shown that students in bilingual education programs can maintain and develop their first language, at no apparent cost to English language development, the findings of this dissertation paint a more complex picture. Plausible explanations for the findings and how they differ from previous research, as well as recommendations for future research, are discussed in each study.
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