ONE-WAY OR TWO-WAY DUAL LANGUAGE PROGRAMS: DIFFERENCES IN READING AND MATHEMATICS FOR ENGLISH LANGUAGE LEARNERS
JULIA D. TREVINO MENDEZ
Sam Houston State University, Texas, USA
JOHN R. SLATE *
Sam Houston State University, Texas, USA
CYNTHIA MARTINEZ-GARCIA
Sam Houston State University, Texas, USA
*Author to whom correspondence should be addressed.
Abstract
In this empirical investigation, the extent to which differences were present in reading and in mathematics for English Language Learners enrolled in a biliteracy program model (i.e., the dual language immersion/one-way program and the dual language immersion/two-way program) in Texas public schools for the 2008-2009, 2009-2010, and 2010-2011 school years was determined. In all 24 analyses, English Language Learners who were enrolled in two-way dual language programs consistently had higher reading and mathematics scores than their counterparts who were enrolled in one-way dual language programs. Of interest is that as the grade level increased from Grade 3 to Grade 6, the reading achievement gap, as well as the mathematics achievement gap between the two types of dual language programs increased.
Keywords: Biliterate education programs, one-way dual language program, two-way dual language program, English language learners