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Mini Case Study
Yanelli Lopez
EDUC 6321
Dr. Barber
October 31, 2014
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Over the past decade, there has been a constant push by states to instill in public school
English Immersion programs. The initiative to implement English Immersion programs has had a
negative effect on bilingual programs across states. Consequently, the number of transitionalbilingual-educational programs have “shrunk in the aftermath of heated, politically charged
ballot initiatives.” (Maxwell, 2012) As a result, transitional bilingual-educational programs are
closely observed and compared with the “relatively” new educational trend sweeping across
America, dual language immersion programs. Dual language immersion programs claims to
yield better academic results in English language learners (Ells) and non-English language
learners. Moreover, research also illustrates that dual language immersion programs close
achievement gaps among Ells and students labeled at risk. (Maxwell, 2012) Are dual language
immersion programs better than transitional bilingual programs? If so, what are the key
components in the dual language immersion program that enables it to yield higher results than
the transitional bilingual program? My hypothesis is that neither program is better than the
other because they both share a common objective; to fully develop strong language
acquisition in both languages. The components that distinguishes a program from the other is
on its delivery of instruction.
For the case study, I decided to interview my group partner in order to examine the type
of language program preferred at her school. I also decided to interview my principal to
examine closely our language program. The question that I asked centered more on the
program in school and the students’ academic achievement. In conclusion, my classmates
stated that at her school, they have a dual language immersion program. She reported that the
students in the lower grades score significantly higher than monolingual students. She also
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informed me that developmentally, students in dual langue immersion programs were more
culturally aware and exposed to different things.
When I interviewed my principal, we talked about the challenges and struggles students
in the upper grades face on standardized testing. Our school implements a late transitional
bilingual program. Students exit the program when they reach the 5th grade. The standardized
testing scores demonstrated that students in 5th grade are struggling to adjust to the change.
My principal and I examined the 2013-2014 scores for all grade levels across indexes. When
looking closely at the percentages, there was a significantly higher percentage of bilingual
students meeting testing standers on the reading and math readiness portion. 88 % of students
in 3rd grade bilingual class met stander while 60% of students in monolingual classes met
stander. The data was even more surprising whenever we examined the Ells group who had
waivered / exited the bilingual program before 5th grade but had attended bilingual classes in
lower grades. When this Ells group was examined, we discovered that the Ells had scored higher
than monolingual students.
So what does this mean? This may indicate that no program can guaranteed to close
achievement gap. This data illustrates that the delivery of instruction is the key component that
can close achievement gap. This finding also indicates that Ells might perform better than
monolingual students because of a skill bilingual students have. I believe that the reason why
bilingual students are performing better is because they are aware and know how to use their
metacognition skills to their advantage. When students are transitioning through this bilingual
class, instructors relay heavily on graphic organizers and tools that help student organize and
become aware of their thinking and leaning style. Findings illustrate that students in dual
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language programs are exposed to strategies/ instruction that monolingual students are not
exposed to. As a result, I believe the reason why students in dual langue programs score higher
than monolingual students is because higher exposure to metacognition strategies.
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References
Maxwell, Leslie A. "Dual Languge Programs Gain a Toehold in Schools." Educational
Week 31 (2012)