Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Autor/inn/en	Tong, Fuhui; Lara-Alecio, Rafael; Irby, Beverly; Mathes, Patricia; Kwok, Oi-man
Titel	Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs
Quelle	In: American Educational Research Journal, 45 (2008) 4, S.1011-1044 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831208320790
Schlagwörter	Intervention; Immersion Programs; Bilingual Education; Effect Size; Kindergarten; Elementary School Students; Grade 1; Oral English; English (Second Language); Bilingualism; Academic Discourse; Transitional Programs; Hispanic American Students; Comparative Analysis; Language Proficiency; Instructional Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; School year 01; 1. Schuljahr; Schuljahr 01; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Discourse; Diskurs; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Language skill; Language skills; Sprachkompetenz; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly (p less than 0.05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction (p less than 0.05, effect sizes greater than 0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency. (Contains 8 tables, 3 figures, and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10