Bilingual Education Outshines
  English Immersion 

Research

According to educational psychology author, Robert E. Slavin, the National Literacy Panel on Language-Minority Children and Youth (NLC) published a 2006 research development on English language learners.  Their research concluded that on average, language minority students who were simultaneously instructed in their native language and in English did better on English reading comprehension measures than language minority students who were immersed in English. 

This research remains consistent with the study that R. Slavin and A. Cheung did specifically on Spanish-dominant students in 2005.  
 
Sources

August, D. and T. Shanahan eds. Developing Literacy in Second-Language Learners. 

    New Jersey: National Literacy Panel on Language Minority Children and Youth, 2006.

Cheung, A. and R.E. Slavin."Effective Reading Programs for English Language Learners 

    and Other Language Minority Students." Bilingual Research Journal 29.2 (2005): 241-267.

Slavin, Robert. Educational Psychology: Theory and Practice. 9th ed. pg. 110. 

    New Jersey: Pearson, 2009. Print.




Not a bilingual teacher?   You don't have to be!
 
Here are a few suggestions for English-only teachers seeking to implement bilingual instruction in a Language Arts class.


Classroom Application Methods

Method A: Use words in the native language as synonyms for defining English words in vocabulary instruction.

By using words from a student's native language to define English vocabulary, students will improve their vocabulary skill in both languages simultaneously. The research shows that bilingual instruction of this sort is more productive than English immersion instruction, because it allows them to construct a more personal meaning of the vocabulary words. 

    Approach #1: Constructivist Vocabulary Lists

    Approach #2: Bilingual Vocabulary Accordions

Method B: Provide group opportunities for ELL students to discuss English vocabulary in their native language.

These opportunities help ELL students test their English reading comprehension and practice their native language discussion skills simultaneously.  Also, allowing ELL students to discuss English literature in the comfort of their native language will promote deeper, more critical thinking and questioning because students will not be worried about translation.

Caution: do not seclude ELL students from English-dominant students on every group activity done in the classroom.  This could raise questions about labeling or discrimination.  Though this method is helpful, it should be used in moderation.

    Approach #1: Learning Through the Arts

    Approach #2: Reading Circles

Method C: Provide opportunities for ELL students to read in their native language.

The following differentiated instruction methods will develop the practical translation/comprehension skills of ELL students as well as give them practice with writing or conversing in English and/or their native language.

    Approach #1: Silent Reading and Summarizing in English

    Approach #2: Silent Reading and Summarizing in the Native Language


Created by Jenna Slack, Undergraduate Education Student at North Central College
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 Last  Updated:  9 March 2009