Week 8 - Annotated Bibliography

Shanon, Sheila M. and Madeline Milian. "Parents Choose Dual Language Programs in Colorado: A Survey." Bilingual Research Journal Fall 2002 681-696. 19Oct2008 . <http://brj.asu.edu/content/vol26_no3/pdf/art11.pdf>.

This article presents the results of a survey in Colorado conducted with parents whose children are enrolled in dual language program. It also looks at the political situation surround these programs. A politician from California is trying to eliminate bilingual education and in turn, dual language programs. He has already successfully done this in California and Arizona. The results of the survey show that both English-speaking and Spanish-speaking parents want these programs for their children.

Torres-Guzman, Maria E.. "Dual Language Programs: Key Features and Results." Directions in Language and Education No. 14Spring 2002 1 - 16. 19 Oct 2008 <http://www.ncela.gwu.edu/pubs/directions/14.pdf>.

This article presents the main features of a dual language program both for teachers creating the program and for administrators for policy decisions. Apparently, not everything that is called a dual language program actually is one. Many of the "dual language" programs are actually just bilingual programs. This article also addresses the educational results that come from dual language programs.

Lara-Alecio, Dr. Rafael and Dr. Martha Galloway, Dr. Lakshmi Mahadevan, Ben Mason, Dr. Beverly Irby, Dr. Geneviere Brown, Dr. Leo Gomez. "Texas Dual Language Program Cost Analysis." A Report developed for the Texas Education Committee and the Texas Senate Education Committee Jan 2005 1 - 54. 10 Oct 2008. <http://ldn.tamu.edu/Archives/CBAReport.pdf>

This report presents the costs associated with dual language programs in Texas. It also addresses the current situation regarding ELL (English Language Learners) in Texas (estimated 630,000 students or 14% of the student population in 2003 with all projections only going up). It also discusses the educational situation (57% graduation rate among Hispanics compared to an 88% graduation rate among Whites). Due to the "purported academic effectiveness," this group is looking into the costs of starting up and maintaining this program. Interestingly enough, this is being done because the Texas State Senate passed a resolution stating: "“Resolved that the State of Texas work towards the worthy goal of ensuring that someday every Texan will master English plus another language”

Collier, Virginia P. and Wayne P. Thomas. ""The Astounding Effectiveness of Dual Language Education for All"." NABE Journal of Research and Practice 2:1Winter 2004 1-20. 19 Oct 2008 <http://www.dlenm.org/resources/publications/general/related_articles/TAEDLEA.pdf>.

This report looks at research findings from one-way and two-way dual language models. This report talks of the "substantial power" of these programs and of student outcomes. The results for these programs is seen as much more substantial than other programs for ELL students. This report also discusses the "transformative" affects on the community: teachers, administrators, parents, etc.

Collier, Virginia P. and Wayne P. Thomas. ""School Effectiveness for Language Minority Students"." National Clearing House for Bilingual Education: Resource Collection Series 2:1Dec 1997 1-96. 19 Oct 2008 <http://www.ncela.gwu.edu/pubs/resource/effectiveness/thomas-collier97.pdf>

This report is a series of investigations of language minority students between 1982 and 1996. 700,000 student records were analyzed from different school districts throughout the country. This report defines “success” in an educational program as "full educational parity with native-English speakers in all school content subjects (not just in English proficiency) after a period of at least 5-6 years.” There is considerable time spent on why the other methods do not work. The Prism model is offered as a way of understanding why the majority of ELL students fail.

Baker, Keith A. and Adriana A. de Kanter "Final Draft Report for the US Department of Education." __Effectiveness of Bilingual Education: A Review of the Literature__. Sept. 1981 1-217. 20 Oct 2008 . <http://eric.ed.gov:80/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/32/b7/39.pdf>

This poorly scanned report looks at 28 other studies dealing with bilingual education. This report deals with the transitional bilingual programs and not dual language programs. The conclusions reached in this study are quite negative. The authors conclude that there is not enough evidence of the effectiveness of this program at least from the Federal government's standpoint. The report also concludes that there is not enough evidence to warrant teaching non- language subjects in the child's native tongue. Immersion programs with a structured curricula are the only programs that should be "given more attention."

Krashen, Stephen and Grace Mc Field. "What Works?: Reviewing the Latest Evidence on Bilingual Education." Language Learner Nov/Dec 2005 7-10, 34. 20 Oct 2008 <http://users.rcn.com/crawj/langpol/Krashen-McField.pdf>.

This report summarizes the research done by six different studies. It approaches the task by looking at meta-analysis, a process designed to minimize subjectivity. The article concludes with "study after study has shown reported that children in bilingual programs typically outperform their counterparts in all-English programs on tests of academic achievement in English."

This is just a "plundered" list of 15 sources. I will start sorting through these and annotating as I go...

Baker, C. (1993). Foundations of bilingual education and bilingualism. Clevedon, England:

Multilingual Matters.

Hakuta, K. (1986). Mirror of language: The debate on bilingualism. New York: Basic Books.

Lindholm, K.J. & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement:

Results from bilingual/immersion programs. Journal of Education, 173, 99-113.

Pérez, B., & Torres-Guzmán, M.E. (1996). Learning in two worlds: An integrated Spanish/English

biliteracy approach (2nd ed.). White Plains, NY: Longman.

Rossell, C.H., & Baker, K. (1996). The educational effectiveness of bilingual education. Research

in the Teaching of English, 30(1), 7-74.

Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of minorities. Philadelphia:

Multilingual Matters.

Snow, C.E. (1990). Rationales for native language instruction: Evidence from research. In A.M.

Padilla, H.H. Fairchild, & C.M. Valadez (Eds.), Bilingual education: Issues and strategies.

Newbury Park, CA: Sage.

Stern, H.H. (Ed.). (1963). Foreign languages in primary education: The teaching of foreign or

second languages to younger children. Hamburg: International Studies in Education, UNESCO

Institute for Education.

Thomas, W.P., & Collier, V.P. (1996). Language-minority student achievement and program

effectiveness. NABE News, 19(6), 33-35.

Thonis, E. (1994). Reading instruction for language minority students. In C.F. Leyba (Ed.),

Schooling and language minority students (2nd ed., pp. 165-202). Los Angeles: Evaluation,

Dissemination and Assessment Center, California State University, Los Angeles.

Tinajero, J.V., & Ada, A.F. (Eds.). (1993). The power of two languages: Literacy and biliteracy

for Spanish-speaking students. New York: Macmillan/McGraw-Hill.

Wong Fillmore, L. (1991). Second language learning in children: A model of language learning in

social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69).

Cambridge: Cambridge University Press.

Wong Fillmore, L., & Valadez, C. (1986). Teaching bilingual learners. In M.C. Wittrock (Ed.),

Handbook of research on teaching (3rd ed., pp. 648-685). New York: Macmillan.

Zappert, L.T., & Cruz, B.R. (1977). Bilingual education: An appraisal of empirical research.

Berkeley, CA: Bahía Press.

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