Dual Language Education Programs in U.S. Schools

Abstract

In recent years there has been a growth of English language learners (ELLs) in America and with this growth comes the need to find the most appropriate services to meet the educational needs of both ELLs and native English-speaking students. There has recently been a rise of the dual language/two-way immersion (DL/TWI) program model, which incorporates both native English and minority language speakers into one instructional environment. The purpose of this paper is to examine the effectiveness of this DL/TWI education program in U.S. schools on the basis of its three main goals of bilingualism/biliteracy, cross-cultural understanding, and high student academic achievement. Through analyzing DL/TWI programs in regard to research about how students learn, the optimal learning environment, curriculum and instructional strategies, and assessment, the evidence maintains that DL/TWI programs are successful in educating both ELLs and English speakers while simultaneously ensuring high academic success in a positive school environment.