Two-way dual language immersion programs (TWDL) aim to integrate English speakers and speakers of a partner language in the same classroom to receive content instruction in both languages. Stated goals include bilingualism and biliteracy, high academic achievement, and sociocultural competence. In school districts aiming to reduce segregation,…

The price of not being English proficient in the United States is costly. A study using 2000 census data showed that people who were not English proficient experienced lower earnings than those who spoke only English (Community and Regional Development Estate, 2005). The cost of being a non-proficient English speaker has the potential to decrease…

Official policy in post-apartheid education is aimed at redressing linguistic inequity in schooling by promoting the 11 official languages of South Africa through mother tongue instruction. However, since the life chances of children are inextricably linked to the language of power, many parents believe that their children would benefit from…

In 2002, Massachusetts voters passed Question 2, a law similar to its predecessors in California (Proposition 227) and Arizona (Proposition 203) to replace bilingual education with structured English immersion (SEI) programs. Using Ruiz's (1984) framework for language planning as an analytical lens, this study examined how three Massachusetts…

The purpose of this study was to determine which model of instruction is better for English Language Learners (ELL), English immersion or bilingual education. Two research articles were selected, compared, and analyzed. One was for English immersion and the other for bilingual education. Results are inconclusive, but it is important for educators…

Critiques the Ramirez et al. study of bilingual programs for its serious research flaws. Calls into question the findings of no consistent difference in the achievement of language-minority children regardless of how much Spanish or English is used in instruction. Proposes a reanalysis of the Ramirez data. (KS)

Today's fear that English is losing ground to the languages of recent immigrants parallels similar reactions throughout U.S. history. Traces historical moves to establish English as the official language and the development of bilingual education. Concludes that, although legislating of language use is nearly impossible, English as the unofficial…

Reviews the reported findings and implications of the Ramirez et al. study. Examines the validity of the operational definitions of the program types and the degree of implementation of the models. Discusses the seven major findings of the study, and some possibly misleading conclusions. (KS)

Four common myths or misconceptions in the United States about language are discussed, drawing on historical evidence and contemporary data. These myths are that: (1) the predominance of English and English literacy is threatened; (2) English literacy is the only literacy worth noting; (3) English illiteracy is high because language minorities are…

Describes instructional differences among English Immersion Strategy, early-exit, and late-exit transitional bilingual education programs. The three differ radically in the use of English and the primary language for instruction; these language-use patterns are consistent with each instructional model. Little or no differences were noted in…

There are over 3 million children in the United States whose primary language is other than English. Although bilingual education has been effective in meeting their needs, its availability is limited, and the alternative is often limited or no English instruction at all. It is not yet clear how effective total immersion is for non-English…

Summarizes a 4-year longitudinal study of over 2,000 elementary students. Compares three alternative instructional programs for Spanish-speaking, limited-English-proficient (LEP) students: structured English-immersion strategy; early exit bilingual programs; and late-exit bilingual programs. Primary language instruction seems beneficial to LEP…

The design of California's Structured English Immersion (SEI) program for limited-English-speaking students, which replaced its bilingual education program by state mandate, is described and suggestions for implementation are offered. SEI has several variations, each characterized by (1) extensive use of English and (2) use of…

This paper discusses and advocates the application of structured immersion, or transfer instruction, to the elementary school curriculum in English as a second language (ESL). It is proposed that transfer instruction, bridging bilingual or ESL programs and the mainstream all-English curriculum, helps children transfer the concepts and skills they…

A study interviewed 360 parents in three California school districts that did exemplary jobs in informing parents of the option of requesting a waiver from English immersion requirements of Proposition 227. Results clearly show that the best informed parents in an atmosphere of complete disclosure were those who chose a waiver and bilingual…