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Direct linkUmansky, Ilana M.; Valentino, Rachel A.; Reardon, Sean F. – Educational Leadership, 2016
Although human beings communicate mainly through talking and listening, schools tend to spend little classroom instruction time helping ELLs develop their English oral language skills, writes Wayne E. Wright. In reviewing the research on ELLs' oral language development, Wright concludes that bilingual programs give ELLs the best opportunities to…
Descriptors: English Language Learners, Second Language Instruction, Bilingual Education, Bilingual Students
Peer reviewedUmansky, Ilana M.; Reardon, Sean F. – American Educational Research Journal, 2014
Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual,…
Descriptors: Hispanic American Students, Classification, Bilingual Education, Barriers
Download full textUmansky, Ilana M.; Reardon, Sean F. – Grantee Submission, 2014
Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual,…
Descriptors: Hispanic American Students, Classification, Bilingual Education, Barriers
Valentino, Rachel A.; Reardon, Sean F. – Educational Evaluation and Policy Analysis, 2015
This article investigates the differences in academic achievement trajectories from elementary through middle school among English Learner (EL) students in four different instructional programs: English Immersion (EI), Transitional Bilingual (TB), Developmental Bilingual (DB), and Dual Immersion (DI). Comparing students with the same parental…
Descriptors: Program Effectiveness, English Language Learners, Language Proficiency, Longitudinal Studies
Umansky, Ilana M.; Valentino, Rachel A.; Reardon, Sean F. – Stanford Center for Education Policy Analysis, 2015
One in five school-age children in the U.S. speaks a language other than English at home (Zeigler & Camarota, 2014). Roughly half of these emerging bilingual students (Garcia, 2009) are classified as English learners (ELs) when they enter school, meaning they do not meet state or district criteria for English proficiency (NCES, 2015). As the…
Descriptors: Bilingual Education, Immersion Programs, Bilingual Students, English Language Learners
