A Comparative Study on the College Readiness of Bilingual Learners in Transitional Bilingual and Dual Language Programs

Autor/inn/en	Garza-Reyna, Gina L.; Esquierdo, J. Joy; Goswami, Jaya
Titel	A Comparative Study on the College Readiness of Bilingual Learners in Transitional Bilingual and Dual Language Programs
Quelle	In: NABE Journal of Research and Practice, 9 (2019) 3-4, S.155-165 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2019.1653046
Schlagwörter	Bilingualism; College Readiness; Comparative Analysis; Bilingual Education Programs; English (Second Language); Reading Achievement; Reading Tests; Scores; College Entrance Examinations; College Admission; Educational Policy; Language Tests; Transfer of Training; Code Switching (Language); High School Students; Texas; ACT Assessment + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Leseleistung; Lesetest; Aufnahmeprüfung; Hochschulzugang; Hochschulzulassung; Zulassung; Politics of education; Bildungspolitik; Language test; Sprachtest; Training; Transfer; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Assessment; Eignungsprüfung; Eignungstest
Abstract	This study compared the performance of bilingual learners, educated in either a Transitional Bilingual (TB) or Dual Language (DL) program, on the Reading and English portions of the nationally recognized college entrance exam, the American College Test (ACT). A statistically significant difference was found on the t-tests run for the Reading (p > 0.000) and English (p > 0.000) portions of the ACT exam. Outlined in the Texas Uniform Admission Policy (TUAP) are recommended minimum scores students should meet in order to be deemed "college ready." In the area of Reading, the TB comparison group (10.8%) had less than the DL comparison group (51.8%) meet the recommended minimum score outlined in the TUAP. Similar findings were found on the English portion of the ACT exam. A smaller percentage of participants in the TB comparison group (9%) meet the TUAP recommended minimum score for English than the DL comparison group (59.1%). By and large, DL participants out-performed the TB participants in this study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01