Dual Language Programs: An Exploration of Bilingual Students' Academic Achievement, Language Proficiencies and Engagement Using a Mixed Methods Approach

Autor/inn/en	Brutt-Griffler, Janina; Jang, Eunjee
Titel	Dual Language Programs: An Exploration of Bilingual Students' Academic Achievement, Language Proficiencies and Engagement Using a Mixed Methods Approach
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.1-22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jang, Eunjee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1616670
Schlagwörter	Bilingual Education Programs; Bilingual Students; Academic Achievement; Language Proficiency; Learner Engagement; Grade 6; Middle School Students; Spanish; English (Second Language); Second Language Learning; Psychological Patterns; Student Behavior; Mathematics Achievement; Standardized Tests; Student Attitudes; New York + Suchen Sie Ihr Suchwort? Schulleistung; Language skill; Language skills; Sprachkompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Student behaviour; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test
Abstract	Employing a mixed-methods research design, this study examines how a newly designed dual language program in an urban school advances language proficiencies among Spanish-English bilingual 6th graders in relation to content area achievement as measured on NYS standardized tests in English Language Arts and Math. It further investigates how students' emotional (school identification) and behavioral engagement (language learning commitment) relate to bilingual language proficiencies. The results drawn from both quantitative and qualitative data indicate that bilingual students benefitted from attending a dual language program. It contributes positively to students' academic achievement, bilingual school identification and commitment to language learning. With respect to language development, the study found that English proficiency in productive skills was positively correlated with standardized test scores. Spanish proficiency was positively correlated with students' commitment to language learning. Spanish and English languages play different but equally important functions in the dual language program. However, students, face challenges in sustaining learning the two languages in school; we show that students experience a gradual language shift from Spanish to English. The study underscores the potential benefits of a "multilingual proficiency" perspective theory among the students and in preparing bilingual teachers. (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