Contesting Math as the Universal Language: A Longitudinal Study of Dual Language Bilingual Education Language Allocation

Autor/inn/en	Morita-Mullaney, Trish; Renn, Jennifer; Chiu, Ming Ming
Titel	Contesting Math as the Universal Language: A Longitudinal Study of Dual Language Bilingual Education Language Allocation
Quelle	In: International Multilingual Research Journal, 15 (2021) 1, S.43-60 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morita-Mullaney, Trish) ORCID (Renn, Jennifer) ORCID (Chiu, Ming Ming)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1753930
Schlagwörter	Longitudinal Studies; Comparative Analysis; English; Language Arts; Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Outcomes of Education; Course Content; Mathematics Tests; Scores; Bilingualism; Academic Achievement; Language Tests; Teaching Methods; Bilingual Education Programs; Program Descriptions; Correlation; Elementary School Students; Native Language; Spanish; Mathematics Achievement; School Districts; Elementary Secondary Education; Indiana + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; English language; Englisch; Sprachkultur; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Lernleistung; Schulerfolg; Kursprogramm; Bilingualismus; Schulleistung; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Spanisch; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School district; Schulbezirk
Abstract	In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who attended a DLBE program rather than an ESL program, scored significantly higher on ELA tests, but the association between program type and mathematics outcomes was more complex. The discussion and implications caution the English as a second language, bilingual, and dual language bilingual education fields to conduct a comprehensive analysis of content allocation and content complexity in relationship to language designation, instead of solely focusing on the overall language allocation of the DLBE program model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01