SECOND LANGUAGE ACQUISITION AND BILINGUAL EDUCATION IN THE U.S. Dr. Karla Anhalt

Why are these topics important for practitioners in the schools? Language minority children are projected to be 40% of the school age population by the 2030s (Thomas & Collier, 2002)Language minority children are projected to be 40% of the school age population by the 2030s (Thomas & Collier, 2002) Most schools are currently under-educating this group (Thomas & Collier, 2002)Most schools are currently under-educating this group (Thomas & Collier, 2002) There are major implications for curriculum recommendations and assessment of this populationThere are major implications for curriculum recommendations and assessment of this population

TWO DIFFERENT TYPES OF LANGUAGE PROFICIENCY (Cummins, 1984) Basic Interpersonal Communicative Skills (BICS)Basic Interpersonal Communicative Skills (BICS) –Language skills needed for everyday personal and social situations –Social language; “conversational” language –Children need 2-3 years to develop BICS Cognitive Academic Language Proficiency (CALP)Cognitive Academic Language Proficiency (CALP) –Language skills required for problem-solving, reasoning, and a variety of cognitive processes required for academic performance –Children need 4-7 years to develop CALP

FACTORS THAT INFLUENCE SECOND- LANGUAGE COMPETENCE (Cummins, 1984; Gopaul- McNicol & Thomas Presswood, 1998) Relevance to CALP language proficiencyRelevance to CALP language proficiency Language proficiency in the first languageLanguage proficiency in the first language –Strong foundation in first language is essential to build skills in second language Literacy level in the first languageLiteracy level in the first language –Reading and writing in one’s first language improves one’s ability to learn a second language –Being literate and proficient in first language provides framework for understanding academic information in second language –Transfer of skills

FACTORS THAT INFLUENCE SECOND- LANGUAGE COMPETENCE CONTINUED (Cummins, 1984; Gopaul-McNicol & Thomas Presswood, 1998) Motivation and attitude toward second languageMotivation and attitude toward second language Literacy in home environmentLiteracy in home environment –When reading and writing are encouraged at home and school, second language learners are at an advantage AcculturationAcculturation Bilingual education instruction in school settingBilingual education instruction in school setting

Types of Bilingual Education Instruction in U.S. School Settings Dual LanguageDual Language Late ExitLate Exit Early ExitEarly Exit English as a Second LanguageEnglish as a Second Language

Thomas & Collier (2002) Study included quantitative and qualitative findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S.Study included quantitative and qualitative findings from five urban and rural research sites in the northeast, northwest, south-central, and southeast U.S. Records of 210,054 students were evaluated for this studyRecords of 210,054 students were evaluated for this study Findings apply to students who entered U.S. schools with little or no proficiency in English in grades K-1Findings apply to students who entered U.S. schools with little or no proficiency in English in grades K-1 Over 80 first/native languages were representedOver 80 first/native languages were represented

Thomas & Collier findings cont’d Data analyses in 3 of 5 research sites focused on Spanish speakers –75% of U.S. language minority students are Spanish speakers –Student samples included new immigrants as well as French- speaking students in the northeast LONG-TERM ACHIEVEMENT ON STANDARDIZED TESTS WAS EVALUATED SPECIFICALLY LOOKED AT SUBTESTS MEASURING ACADEMIC PROBLEM-SOLVING ACROSS THE CURRICULUM: MATH, SCIENCE, SOCIAL STUDIES, LITERATURE

Thomas & Collier findings cont’d English language learners (ELL) immersed in English mainstream showed large decreases in reading and math achievement by Grade 5 when compared to students who received bilingual servicesEnglish language learners (ELL) immersed in English mainstream showed large decreases in reading and math achievement by Grade 5 when compared to students who received bilingual services The largest number of dropouts came from this group and those remaining in school finished grade 11 at the 12 th percentile on the standardized reading testThe largest number of dropouts came from this group and those remaining in school finished grade 11 at the 12 th percentile on the standardized reading test

Thomas & Collier continued When ESL was provided for 2-3 years and followed by immersion in L2, students scored, on the average, at the 23 rd percentileWhen ESL was provided for 2-3 years and followed by immersion in L2, students scored, on the average, at the 23 rd percentile Students provided with two-way bilingual education for 3-4 years, followed by immersion, reached the 45 th percentile on achievement tests by grade 11Students provided with two-way bilingual education for 3-4 years, followed by immersion, reached the 45 th percentile on achievement tests by grade 11 Late exit (90% in L1 gradually increasing L2…by grade 5, all instruction is in L2)Late exit (90% in L1 gradually increasing L2…by grade 5, all instruction is in L2) –These students reached the 32 nd percentile by the end of 5 th grade

Thomas & Collier Conclusions & Recommendations Late exit and dual language programs were the only ones found to help students reach the 50 th percentile in all subjects. The fewest dropouts came from these programs.Late exit and dual language programs were the only ones found to help students reach the 50 th percentile in all subjects. The fewest dropouts came from these programs. Parents who refuse bilingual/ESL services should be informed that their children’s long-term academic achievement will probably be much lower as a resultParents who refuse bilingual/ESL services should be informed that their children’s long-term academic achievement will probably be much lower as a result Students with no proficiency in English must not be placed in immersion or early exit programsStudents with no proficiency in English must not be placed in immersion or early exit programs The strongest predictor of L2 student achievement is the amount of formal L1 schoolingThe strongest predictor of L2 student achievement is the amount of formal L1 schooling

REFERENCES Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College Hill Press.Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College Hill Press. Gopaul-McNicol, S., & Thomas-Presswood, T. (1998). Working with linguistically and culturally different children: Innovative clinical and educational approaches. Boston, MA: Allyn and Bacon.Gopaul-McNicol, S., & Thomas-Presswood, T. (1998). Working with linguistically and culturally different children: Innovative clinical and educational approaches. Boston, MA: Allyn and Bacon. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long- term educational achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long- term educational achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.