Bilingual educational programs have been debated for decades. While some early studies found monolingual programs more effective, more recent and rigorous studies show positive effects of bilingual education. Students in bilingual programs have outperformed peers in monolingual English-only programs on standardized tests in English, math, and their native language. However, opposition to bilingual education may stem more from ideological preferences for linguistic dominance than empirical evidence, which strongly suggests bilingual education is superior academically for English language learners.
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
English as Gatekeeper
King, E. T., & Scott, L. M. (2014). English as gatekeeper: Linguistic capital and American schools. Journal for Multicultural Education, 8(4), 226-236. doi:10.1108/JME-06-2014-0026
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
Geert Driessen et al. (2005) The Effectiveness of Bilingual School Programs f...Driessen Research
The Effectiveness of Bilingual School Programs for Immigrant Children
From Cure to Curse: The Rise and Fall of Bilingual Education Programs in the Netherlands
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
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Geert Driessen et al. (2005) The Effectiveness of Bilingual School Programs f...Driessen Research
The Effectiveness of Bilingual School Programs for Immigrant Children
From Cure to Curse: The Rise and Fall of Bilingual Education Programs in the Netherlands
Litt 516 - Translating Children's Literature as a Class Activity: Implicati...Bernard Paderes
This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Education is about providing students with knowledge, and about giving tools to help them learn the best way they can. Just like our world, the classroom is diverse. It is diverse ethnically, spiritually, linguistically, and in many other differences. There are many ways teachers can accommodate their lesson plans for diverse learners. Our groups focused on students who may also be emergent bilingual or multilingual, and who may need accommodations. Our presentation will provide real life situations, an overall understanding of bilingual education, tips and statistics. Each slide will provide either an audio or video excerpt to further explain each topic.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. P...William Kritsonis
Lakia Scott and Chance W. Lewis, University of North Carolina at Charlotte. Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Bộ ảnh hóa thân thành nhân vật cổ tích tuyệt đẹp của cô bé 2 tuổ1cuongdienbaby02
Cô bé 2 tuổi Claire và em họ Chloe 1 tuổi rưỡi đã có một buổi chụp hình tuyệt diệu khi được đóng vai những nhân vật cổ tích quen thuộc mà các bé vẫn gặp trong những câu truyện trước giờ đi ngủ.
Unique Advertising là công ty quảng cáo ngoài trời cung cấp dịch vụ quảng cáo trên pano, xe buýt,taxi, sản xuất quảng cáo, in ấn uy tín hàng đầu tại Hà Nội.
Webinar: Modellieren mit absoluter PräzisionAllplan
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Übersicht der einzelnen Themen:
- 3D-Körper erstellen und modifizieren
- Der Katalog Massivbau 3D-Körper
- Extrudieren entlang eines Pfades
- 3D-Flächen und -Körper modellieren mit den neuen Funktionen Loft und Fahrweg Sweep
Das kostenlose Webinar-Video finden Sie hier:
https://www.allplan.com/de/webinare/modellieren-mit-absoluter-praezision.html
Closing Achievement Gaps in U.S. Public Schools: Exploring Global Models of L...Meghan Lee
Research essay on U.S. public school reformation solutions to close achievement gaps for language minority students taking into account best global models for language instruction and overall education of students.
ESSENTIALS ON EDUCATION DATA and RESEARCH ANALYSIS ResearchC.docxbridgelandying
ESSENTIALS ON EDUCATION DATA and RESEARCH ANALYSIS
ResearchCenter
68 January 2013 District Administration
Second-Language Learning
by Carla Thomas McClure
WHILE EDUCATION RESEARCH
has long suggested that studying second
languages in K12 schools boosts student
achievement in other content areas, the
current testing emphases on mathematics
and reading has placed foreign language
instruction relatively low on district pri-
ority lists. However, a growing body of
research indicates that second-language
learning should be bumped up signifi-
cantly, as demonstrated particularly in
the following areas.
Potential Benefits
Cognitive ability. Numerous stud-
ies document a positive relationship
between early second language learning
and improved mental processes, includ-
ing conceptual learning (Archibald, 2006;
Robinson, 1998). For example, a recent
experiment with 104 six-year-olds found
those who spoke two languages were bet-
ter at switching from one task to another,
an indicator of their ability to manage
attention (Barac & Bialystok, 2012).
Achievement gains. Dumas (1999)
examined the test scores of 13,200 third-
and fifth-grade students in Louisiana and
found that those studying a foreign lan-
guage performed better on the state assess-
ment in English than those not enrolled
in a foreign language class, regardless of
race, gender, and overall academic per-
formance. Curtain and Dahlberg (2004)
noted in other studies that learning a sec-
ond language seems especially beneficial
to the academic achievement of children
from minority and low-income families.
College and career readiness. One
in four institutions of higher education
requires applicants to study a foreign
language to gain admission, and one in
two requires students to fulfill a language
requirement during college to receive an
undergraduate degree (Lusin, 2012).
Program Implementation
Research and data indicate that imple-
menting a foreign language program that
contributes to such improvements in
students’ achievement and preparedness
will require schools and districts to do
the following:
Establish a sequenced instructional
program. The Center for Applied Lin-
guistics (CAL) recommends sequenced
preK-to-college programs of sufficient
strength to help students become highly
proficient in a second language.
Start early. Children who receive sec-
ond-language instruction before middle
school are more likely to speak the lan-
guage fluently. Further, young children
who master a second language seem more
able than monolinguals to master addi-
tional languages later in life. A study of
Second-Language Learning Fast-Facts
According to an American Council on the Teaching of Foreign Languages (ACTFL)
survey, in 2007-2008:
18% of U.S. public school students were enrolled in foreign language courses
40% of those enrolled in a foreign language were in California, Texas, New York,
Florida, or Pennsylvania
17 states, half of t ...
Discussion Question Topic Tense errors in English among thLyndonPelletier761
Discussion Question:
Topic
“Tense errors in English among the English second language immigrant learners in America."
Constructing an effective argument involves taking the time to consider other perspectives. With that knowledge in mind, you are able to build a more solid, effective argument. It illustrates that you have considered other voices and opinions taking place in an argument, thus making you a more credible researcher and writer. For this week’s discussion, brainstorm the most compelling counterargument that you have come across during your research and determine how you will address it in your paper (which is a requirement in the Argument Essay).
As you are learning in your Realize it module this week, there are three main parts of an opposition paragraph:
A: The Concession: Graciously concede that there is another side to the argument.
B: The Rebuttal: You, as the writer, decide what is weak about the other side’s argument.
C: Consolidation of your Claim: State your claim again using strong support.
First, Use the template below to flesh out all three sections of the opposition paragraph.
Next, referring to your completed template, develop an opposition paragraph and share it with your peers as your reply.
Use one of the following key words or phrases to help introduce the concession:
Admittedly, Granted, I agree that, I cannot argue with, It is true that, [Name of group/perspective] is right, I accept, No doubt, Of course, I concede that, Perhaps, Certainly it is the case
A. CONCESSION
B. REBUTTAL
C. CONSOLIDATION OF CLAIM
1
Tense Errors in English Second Language
South College
English Composition w/Research
Tense Errors in English Second Language
Introduction
"Tense errors in English among the English second language immigrant learners in America."
English grammar among immigrant learners in America is essential in providing basic oral proficiency for communication, reading, and understanding comprehensions. According to Jacobson and Schwartz (2005), learning a second language among learners follows identical developmental patterns regardless of age and educational background. Learning English as a second language to immigrants in America provides the immigrants with the opportunity to develop communication tools that will enhance their acceptance and coherent co-existence in the American society without experiencing language disparities and communication problems. Formal schooling for American immigrants has been noted to provide the chance for learners of a second language to learn better and improve their English to enhance communication and working relationship with others in America. Budiharto (2019) points out that possessing a second language for immigrant students gives them skills and the ability to create structured, orderly, and error-free pieces of essays, composition write-ups, and the ability to make fluent communication which constitutes a vast extent of hope and wish for ...
THE EFFECTIVENESS OF ONLINE TEACHING STRATEGIES IN ESLJohannaVivoni
Educational practices have become more diverse after the COVID-19 pandemic. As universities were faced with the challenge of adapting their courses to the distance education modality, English professors needed to understand which strategies could be more effective to improve students’ listening, speaking, writing, and reading skills in the second language. The purpose of the research was to identify what teaching strategies students felt were more effective to help them improve their English language skills through distance education.
This quantitative study compiled a non-probabilistic convenience sample of 284 higher education students in Puerto Rico, by collecting data from a questionnaire. Using descriptive statistics and the Kendall’s-Tau b analysis, the data showed that students consider that interaction strategies among students and the professor are the most effective to help them improve their English skills. The Kendall’s Tau b analysis also concluded that there was a positive correlation between interaction strategies and the language skills being developed. Several difficulties related to learning English as a second language in an online course are discussed, as well as recommendations to promote interaction in online ESL classrooms at the higher education level.
Effectiveness of Bilingual EducationBret HartProfessor Tanesha.docxSALU18
Effectiveness of Bilingual Education
Bret Hart
Professor Tanesha. Thomas
SBCC
Table of Content
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methods
Ⅳ. Analysis
Ⅴ. Discussion
Ⅵ. Reference Cited
Ⅶ. Appendices
Abstract
The purpose of this study is to explore the effectiveness of bilingual education on bilingual student’s academic performance in comparison to bilingual students who do not receive bilingual education. In order to do this study 120 Chinese and Spanish bilingual students, their academic performances will be observed through the course of one year. Throughout the year I will be collecting notes on how the students are doing in their in-class assignments, in-class quizzes, and tests, how well they comprehend the work, and how well is the communication between the teacher and students, and finally how well they scored on their state tests. Other measurements that will be incorporated are survey responses as additional information to support the study.
Key Terms
Bilingual Education, Bilingual Students, Academic performance, NYC State Test Results
Ⅰ. Introduction
In the U.S. we have many immigrants as of right now and maybe more coming in the country. Often these immigrants are families with children and many of the times neither the parents nor the children know little to no English and it can be difficult for the children to adjust and transition into a new culture and learn the language. Providing bilingual education is very important for bilingual students because they then can receive a smooth and equal opportunity at Education. This research is unique, crucial and interesting because we are not only exploring children of different ethnicity, culture, and language but also because we will be able to look at how well they learn if given the proper resources. In doing this experimental research both qualitative and quantitative research method seems to be suitable because although looking at test scores and survey results which are quantitative measures will possibly allow me to support my hypothesis it is important to see how the children learn on a daily basis for which I will have to observe them in their learning environment.
Ⅱ. Literature Review Many researchers have found that Bilingual Education is beneficial for Bilingual students and some researchers have found that it may not make a significant difference in academic achievement. Fernie Baca Moore and Gerald D. Parr research compared effectiveness of three different Bilingual programs which were transitional, maintenance, minimal and a nonbilingual program. Overall they have found that bilingual programs do not make a significant difference in their Hispanic student's academic achievement in terms testing scores (1978). In contrast, Moore and Parr have also found that maintenance programs which offer 50% of the class instruction in Spanish scored significantly higher than the s ...
English as a Second Language A Reflective Review of Policiesijtsrd
The purpose of this review is to synthesise the available research on ESL reading instruction in the United States and provide those findings. Reading instruction for ESL English for Speakers of Other Languages students in the United States has been the subject of a lot of research, although its typically superficial. Still, certain emerging themes emerged. The following were some of the most important assertions that might be made. First, we identified the classrooms most fundamental limitations Educators may primarily work in small groups, emphasising word knowledge as well as oral reading classic educational discourse patterns may well be incompatible with common home discourse patterns and ESL teachers may function properly with lower ESL cultural changes and underscore bottom level skills even more than with higher ESL groups. Second, there is a lack of clarity on the role and timing of born and bred reading instruction and ESL reading training in relation with ESL reading skills. Third, instruction that relied on students existing knowledge, such as that which emphasised vocabulary, context, and sentence construction, was usually useful. And last, critical areas of teacher support for ESL reading instruction were insufficient. Dr. Dinesh Kumar | Manav "English as a Second Language: A Reflective Review of Policies" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52772.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/52772/english-as-a-second-language-a-reflective-review-of-policies/dr-dinesh-kumar
English as a Second Language A Reflective Review of Policies
LING 5326- Synthesis Paper
1. Bilingual Educational Programs:
A Synthesis on Effectiveness for English Language Learners
Introduction
Bilingual education has been a popular topic in the educational realm for nearly the past thirty
years, and the need to understand its implications only grows as the world becomes further
globalized and more people migrate to countries where their L1 is not spoken. Although this
phenomenon is happening all over the world, this particular review will take a focused look at
how schools are handling this influx within their designated programs for English language
learners in North America.
It is important to begin with some definitions, so as to clarify the terminology that will be
employed throughout this review. At its bear bones, bilingual education “refers to an organized
and planned program that uses two (or more) languages of instruction” (Cummins, 2009, p.
161). Underneath that umbrella exits a plethora of programs, some that use a high percentage of
the students’ native language, while on the opposite end, some that use students’ L1 very
scarcely. Regardless of the percentage used, to be categorized under the umbrella of bilingual
education only requires that two languages are utilized in academic instruction. In most cases,
within the U.S., bilingual education is aimed at native Spanish-speaking populations. However,
this minority is certainly not the only one that has educational programs to assist in the English-
learning process, as some of the studies reviewed will demonstrate. The contrasting method,
commonly adopted by many schools, would be that of monolingual instruction. Here, we will
2. simply define monolingual education to be a program in which there is only one employed
language of instruction, and non-native students’ L1s are acknowledged minimally, if at all.
Within this category, programs such as English-as-a-second-language and immersion serve as
popular models that schools use in order to educate English language learners.
The shapes and forms of these programs vary from school to school. Names that these various
programs usually take are as follows: transitional bilingual, maintenance bilingual, English-as-a-
second-language, immersion, sheltered English, and submersion (Altarriba, 2008).
While each program may be different from the next, this review lends itself to give rise to a
specific question about bilingual education: is it superior to monolingual education in terms of
overall academic development of English language learners? The following review presents
studies that, however varied in nature, take a hard look at how English-learning students are
fairing in bilingual and monolingual programs across the nation. Of course, this will concern
only a comparison of bilingual students to bilingual students, meaning results of English
language learners participating in bilingual education programs will be paralleled to those of
English language learners in monolingual programs: nothing more, nothing less. It is crucial to
point out, as well, that this review does not rank bilingual programs by superiority, nor does it
enter into ideal length of time to be enrolled in a bilingual program. Additionally, it is important
to note that the following literature does not involve effects on students who speak neither the
academic language nor the majority minority language, which is being used in instruction in
bilingual programs. This review solely acknowledges learners who speak a collective L1, which
is utilized in the bilingual classroom, and are learning to speak the academic language. In
3. synthesizing these findings, the aim is to present a clearer idea of which approach is more
effective for said learners.
Twenty-Seven Years of Debate
Perhaps one of the most important dates when considering the discord surrounding bilingual
education would be June 1988, during which the state of California declared its passage of
Proposition 227. This proposition sought to eliminate the use of bilingual children’s L1 for
purposes of instruction, except in very exceptional circumstances. The passage of such a law has
caused a great deal of controversy concerning bilingual education (or the lack thereof), and
schools nationwide have followed suit in eliminating their bilingual education programs with the
ultimate goal of immersing English language learners into a monolingual program. Although
substantial empirical evidence is available to prove the legitimacy in effectiveness of bilingual
programs for English language learners, there is still an ever-growing push for immersion
programs.
Rossell and Baker, 1996
In one of the most cited literature reviews by opponents to bilingual education, Rossel and Baker
(1996) analyzed 72 different programs throughout the U.S. and Canada. Their argument is
founded on a claim suggesting that students enrolled in monolingual programs (Canadian French
immersion programs in kindergarten and grade 1) nearly achieve grade norms while the program
is monolingual in L2, but the same students start to decline in performance in comparison to
4. native speakers when the program becomes bilingual in later grades. The data show exactly the
opposite, according to Cummins (n.d.), who suggests that
“there are major gaps between immersion students and native French speakers after the
initial two years of monolingual L2 instruction but students catch up with native speakers
in receptive skills after instruction in their L1 (English) is introduced and the program has
become fully bilingual.”
Many other researchers, like Cummins, have tried to shoot holes in Rossell and Baker’s
argument, due to the bold claims that they make, some of which seem to be miscalculated or
even misconstrued. Greene (1998), in an attempt to refine Rossell and Baker’s results in order to
test their claim, produced his own meta-analysis over their famous 1996 study. He used a small
portion of the total studies, of which met the highly selective criterion for his own analysis of
true bilingual programs. In efforts to avoid using seriously flawed studies included in Rossell and
Baker’s original review, his requirements dwindled the list down to 11 studies. In reference to
this immense narrowing of studies, he provides the following statement:
“Despite the relatively small number of studies, the strength and consistency of these
results, especially from the highest quality randomized experiments, increases confidence
in the conclusion that bilingual programs are effective at increasing standardized test
scores measured in English.”
The findings from Greene’s analysis yielded results that lead us to believe that the picture
painted by Rossell and Baker about the ineffectiveness of bilingual programs is perhaps not as
clear as it was originally thought to be. Greene’s review demonstrated a positive effect size for
5. areas of English, reading, math and Spanish for students in bilingual programs, meaning their
performance was superior to that of their classmates’ enrolled in monolingual programs.
What Current Studies Suggest
Additional studies conducted since Rossell and Baker’s 1996 review have resulted in findings
similar to Cummins’ and Greene’s. Calderon, et al. (2011) claims that quality education comes
by respecting and incorporating students’ native language. While that might not be sufficient
justification on academic grounds, their study also provides substantial evidence showing that
Texas students in cooperative learning programs (transitional-bilingual programs) scored higher
on measures of English language skills, as well as native-language skills, in comparison to those
students with English-only instruction. Furhtermore, Rolstad et al. (2005) produced a meta-
analysis in Arizona, which showed positive effects on all measures of language development.
According to their review, despite definitions of bilingual educational programs varying from
researcher to researcher, past research still shows a positive correlation between bilingual
education and higher test scores in comparison to monolingual program counterparts. Finally, in
a study conducted by Uchikoshi et al. (2010), it was suggested that, after assessing language in a
variety of measures on English language learners, both in English and their respective native-
tongue (Spanish or Cantonese), the evidence points to bilingual instruction as beneficial to
overall learning. An assessment of test scores on English reading comprehension and decoding
showed that these students, on average, did as well, and in some cases, better, than their
classmates attending class in a monolingual setting in which the instruction was only English.
6. Understanding the Pushback
After a careful consideration of the studies produced in the last two decades, the empirical
evidence seems to be undeniable: bilingual education is statistically more effective in spurring
superior academic performance when compared to monolingual education. It is this fact that
requires us to further examine the fight against bilingual education. Cummins (2009), in attempt
to explain the debacle, suggests that concerns over bilingual education are usually fueled over
ideological matter rather than pedagogical. The use of a language as a medium of education
confers recognition, status and economic benefits for speakers of that language. Whether or not
the push for monolingual education stems from the unwillingness of those in society to
acknowledge other languages of students in their schools is unclear. What does seem to be a
logical explanation for such pushback, however, is that the battle over bilingual education has
become a sociopolitical issue in which the competition between social groups for linguistic
dominance is often times more important than empirical implications.
Conclusion
If the answer to the original question of which program type is more academically effective for
English language learners is relatively easy to see by considering substantial, current evidence,
such as the results discussed previously, it then becomes much more difficult to understand the
growing trend of schools leaving behind their bilingual education programs. Knowing that
opponents to bilingual education cannot presently be swayed on empirical grounds, we must
therefore consider how to overcome social barriers that impede on the academic progress of
7. students being forced into monolingual programs, who would otherwise be performing at a
higher level if they were enrolled in a bilingual program. It is, perhaps, only by removing such
obstacles that the superiority and beneficial characteristics of bilingual educational programs
prove crystal clear and widely lauded.
8. References
Altarriba, J., & Heredia, R. (2008). An Introduction to Bilingualism: Principles and Processes
(1st ed.). New York, New York: Lawrence Erlbaum Associates.
Calderon, M., Slavin, R., & Sanchez, M. (2011). Effective Instruction for English Learners.
Future of Children, 21(1), 103-127.
Cummins, J. (n.d.). Rossell and Baker: Their Case for the Effectiveness of Bilingual Education.
Retrieved December 16, 2015, from www.iteachilearn.org/cummins/rossellbaker.html
Cummins, J. (2009). 10 Bilingual and Immersion Programs. The handbook of language teaching,
161-181
Greene, J. (1998). A Meta-Analysis of the Effectiveness of Bilingual Education. Retrieved
December 16, 2015, from http://www.languagepolicy.net/archives/greene.htm
Rolstad, K., Mahoney, K. S., & Glass, G. V. (2005). Weighing the Evidence: A Meta-Analysis
of Bilingual Education in Arizona. Bilingual Research Journal, 29(1), 43-67.
Rossell, C. H., & Baker, K. (1996). The Educational Effectiveness of Bilingual Education.
Research in the Teaching of English, 30(1), 7-74.
Uchikoshi, Y., & Maniates, H. (2010). How Does Bilingual Instruction Enhance English
Achievement? A Mixed-Methods Study of Cantonese-Speaking and Spanish-Speaking
Bilingual Classrooms. Bilingual Research Journal, 33(3), 364-385.