Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Program for Language-Minority Children.

Ramirez, J. David

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Peer reviewed

ERIC Number: EJ460172

Record Type: Journal

Publication Date: 1992

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Executive Summary of the Final Report: Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Transitional Bilingual Education Program for Language-Minority Children.

Ramirez, J. David

Bilingual Research Journal: The Journal of the National Association for Bilingual Education, v16 n1-2 p1-62 Win-Spr 1992

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 students more than English immersion. By grade six, students in immersion programs may fall further behind their English-speaking peers. (KS)

Descriptors: Academic Achievement, Bilingual Education, Educational Strategies, Elementary Education, English (Second Language), Immersion Programs, Language of Instruction, Limited English Speaking, Program Evaluation, Second Language Learning, Spanish Speaking

Publication Type: Journal Articles; Reports - Evaluative; Reports - Research

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Language: English

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