Bilingualism/Multilingualism: The Effectiveness of Bilingual Education

How effective are bilingual education programs? Is there one model that is the most effective? Are there any cons to bilingual education? I will summarize the various studies that have been done on bilingual education and include only the most recent research.

The most current research on bilingual education suggests that bilingual education is superior to English-only models. Research has concluded that two-way dual language programs or the dual language model are the most effective programs for developing both languages.  The two-way dual language program is where both languages are used for instruction and learning throughout the day.  The goal of two-way dual language programs is for students to become equally proficient in both languages, producing balanced bilinguals. Success in two-way dual language programs takes a considerable amount of time. Students who begin a two-way bilingual program at the elementary level do not reach success until after approximately six years of bilingual education. At this point, bilingual students have caught up to their monolingual peers in their language skills. As their education continues, it is believed that bilingual students outperform their monolingual peers.

What about the least effective program? According to research, ESL pull-out programs resulted in the lowest student performance. This is a common program for ESL students in monolingual schools.

A common question that is asked is, "Is the students’ first language hindered while the student learns both languages?" Studies have concluded that bilingual students learn a second language without hindering their first language skills.

The success of any program needs to have certain qualities and characteristics in order to succeed like quality teachers, resources, and support from parents. Success also depends on students’ prior schooling, home life, confidence, self-esteem, and motivation to learn. Because there are numerous factors that influence the success of bilingual education, it is no guarantee of an effective education.

One factor that greatly effects the success of any type of education is the socio-economic status of the school district and community. Many ESL students come from impoverished homes and communities. Schools in impoverished areas may not receive as much funding and as many resources as schools in wealthy districts. Impoverished schools also face other issues as a result of poverty. Although bilingual programs may benefit these students academically, it cannot solve problems of poverty.

In regard to research, it is important to note that studies performed in an urban, middle-class community cannot be generalized to another context such as a low-socioeconomic community in either a rural or urban setting. Research is never perfect and there are many factors that can influence findings. Measuring language competence and academic achievement are challenging and may skew results and conclusions. Test scores also have their limitations.

Is bilingual education effective outside of school? For some students, the second language is rarely used outside of school. Just because students know their second language, does not necessarily mean they use it. Will a bilingual student who is competent in both Spanish and English use academic Spanish in the United States? If not, how will the student’s academic Spanish be maintained? Although research on bilingual education is never perfect, it is still valuable. Examining the conditions that contribute to the success of bilingual eduction and how we obtain these conditions is a key issue.

Bilingualism/Multilingualism: Bilingual Programs

What is the difference between English as a Second Language (ESL) programs and bilingual education? What is the goal of each?

The goal of ESL programs is monolingualism. The aim is to develop ESL students’ English language proficiency. Although the students’ native language may be used in the classroom, the students’ native language is not developed in ESL programs.

Bilingual education is much different than ESL. The aim of bilingual education is to develop the students’ native language as well as theEnglish language. The goals of bilingual education are also biliteracy and biculturalism.  

In ESL classrooms, English is used for instruction and learning, so that students become competent in the English language. In bilingual classrooms, both languages are used for instruction and learning, so that students become equally proficient in both languages, producing balanced bilinguals.

There are a variety of strong forms of bilingual education. One is immersion bilingual education which consists of a bilingual classroom with the initial emphasis on the second language. Students are immersed in the second language and their native language is added in later grades. The two-waydual language programs or dual language programs is where the students’ first and second language are used for instruction and learning throughout the school day from the beginning of their education.

What features do dual language programs share?

1. A language other than English is used for at least half of instruction for up to six years.

2. Only one language is used during one block of instruction.The language is learned mainly though content instruction. For example, science may be taught only in Spanish.

3. Both English and non-English speakers learn in the same classroom.

4. Each language is used for instruction and learning half of the time in order to achieve a language balance.

What are the goals of bilingual education?

1. Proficiency in both languages is achieved in understanding, speaking, reading and writing both languages.

2. Academic achievement in subjects such as math, social studies, and science.

3. Enhance cultural awareness and positive attitudes toward various cultures and people of different cultures.

4. To benefit communities from having bilingual citizens through employment as well as socially and culturally.

Practices in bilingual schools:

1. Both languages are given equal status.

2. School displays, signs, announcements, and activities use both languages in a balanced way.

3. All or most staff members are bilingual.Some teachers may be English speaking only if they co-teach with a bilingual teacher.

4. The length of bilingual programs may vary.The longer the bilingual education program, the more effective in establishing competency in both languages.

Heritage Language Bilingual Education

Heritage language education refers to bilingual programs that develop students’ proficiency in their heritage language. These programs usually do not result in high levels of competency in the heritage language. Heritage programs are effective if students use the heritage language as a means of instruction in order to become a balanced bilingual. An example of heritage language education in the United States is Native American students learning their native language. The goal of heritage language bilingual education is to protect and preserve the language while developing the majority language (English). Dual language bilingual education differs from heritage language education in that the aim of dual language bilingual education is to produce a balance of both languages. The goal of heritage language education is usually to preserve the heritage language and culture.

Day Schools

Day schools are usually private schools or establishments. Some day schools are religious schools where students are provided some instruction in their native or heritage language (Jewish students learning Hebrew or Yiddish). Other day schools provide a class each day for the students to learn their heritage language.

Bilingualism/Multilingualism: ESL Programs

The various English as a Second Language (ESL) programs along with their acronyms can be confusing, even for ESL teachers! The goal of these programs is for ESL students to acquire social and academic English as quickly and as effectively as possible, so they are able to succeed in school and beyond. Here is some clarification with ESL programs in the United States:

Mainstreaming/Submersion: ESL students are placed in a classroom with no English support. The curriculum and instruction are not modified to make the content more comprehensible for ESL students.

Mainstreaming with Pull-Out: ESL students are placed in a mainstream classroom and are pulled out of the classroom for English language instruction and learning that is at the level of the ESL student. The amount of time the ESL student spends with the ESL teacher depends on their proficiency level, state regulations, and, realistically speaking, the schedule of the ESL teacher. The ESL teacher can also “push-in” to the mainstream classroom to provide ESL instruction for their ESL students and/or to provide support during the classroom teacher’s instruction.Co-teaching (complementary teaching) can also occur where both teachers plan and give instruction that is appropriate for all students.

Sheltered English Immersion (SEI):ESL students are placed in a mainstream classroom where the curriculum and content are modified by a trained and licensed teacher in order to make content understandable for ESL students.The Sheltered Instruction Observation Protocol (SIOP) is a model that helps ESL teachers plan and evaluate their sheltered instruction. It is important to note that many teachers believe that SEI is “just good teaching” and modifications are not really needed for ESL students if they have a “good teacher” who implements “good teaching”. Although some modifications are similar, there are differences between being a “good teacher” and effective second language teaching and learning. There is much knowledge and experience that comes with teaching ESL students that a mainstream teacher understandably lacks.

Newcomer Program: Students who recently arrive in the United States may be placed in a newcomer program. Newly arrived ESL students are placed in an ESL sheltered classroom that is welcoming and supportive, so they can adjust to the English language and American culture. When the student has developed enough English, the student transitions to a mainstream classroom and still receives ESL support. This may take one to two years or longer.

Transitional Bilingual Education (TBE): ESL students are first taught in their native language and are allowed to use their native language in the classroom. Students’ native language in the classroom is gradually decreased and is replaced with English. The goal is to increase proficiency in English while decreasing the use of the native language in the classroom. When students are proficient enough in English, they are transitioned to the mainstream classroom.

It is important to mention that none of the above ESL programs are bilingual programs because the aim of these programs is monolingualism.  Just because these programs are used for bilingual students does not mean that they are bilingual education programs.  Even the TBE model is a weak form of bilingual education since the goal is to replace the students’ native language with English.