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Dual Language

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There is considerable debate among educators, parents, policymakers, and researchers on how to best ensure the academic success of ELLs (Calderon, Salvin & Sanchez, 2011). One key factor in this debate, that is often political, is the language of instruction in schools (Reyes, 2011) because politics and pedagogy are difficult to separate emotionally. Language is more than just a set of words. Language and cognitive development are inseparable (Collier & Thomas, 2009) and teachers of ELLs must be cognizant about language usage when teaching. For example many schools are studying second language acquisition (SLA) theory and research to provide them with an answer to instructional practices and pedagogy that will better meet the academic needs …show more content…
Dual Language (DL) programs seek to help the growing number of ELLs learn English and achieve academically while also giving language majority students the opportunity to develop proficiency in a second language (Collier & Thomas, 2009). These DL programs differ fundamentally from ESL and traditional world language programs in two important ways: 1) teachers deliver grade-level curricular content through a “partner language” but do not generally teach the partner language as a subject; and 2) students receive instruction in the partner language as early as kindergarten and may continue through high …show more content…
school several years ago, but today are rapidly increasing in numbers. Thomas and Collier (2012) pointed out, “ Dual language programs have the potential to raise student-achievement to the highest levels we have seen in any school innovation” (p.117). Instruction within one-way and two-way DL programs is the curricular mainstream, but taught through two languages. DL students are taught together throughout the day in cognitively challenging, grade-level academic content. The difference between one-way and two-way is in the demographic mix of students. One-way refers to the language group of students who attend DL classes whereas two-way refers to two language groups who attend the same DL classes. Typically after six to eight years, DL students become academically proficient in two languages of instruction and are able to do academic work on grade level in eight language (Collier and Thomas, 2009). Unlike in all previously mentioned programs, students in one-way or two-way DL programs can fully close the achievement gap. Students do not exit one-way and two-way DL program unlike monolingual ESL and Transitional DL

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