Evaluation of Transitional and Maintenance Bilingual Programs

Abstract

The primary purpose of this study was to determine the long-term effect of transitional (TBE) and maintenance (MBE) bilingual instructional programs on the development of native (LI) and English (L2) oral-language proficiency. The sample populations included TBE-instructed Vietnamese (n = 125) and MBE-instructed Hispanic (n = 298) children enrolled in kindergarten through second grade during 1984 through 1987. The study also examined change in LI and L2 oral-language proficiency across grades K-2 for TBE and MBE programs and the subsequent bilingualism of participants. These variables were analyzed for three linguistically homogeneous groups of TBE and MBE subjects who were classified in kindergarten as (a) the most limited English proficient (LEP), (b) fluent in their LI, or (c) nearly fluent in their LI. The most significant overall findings emerging from the study related to positive (additive) and negative (subtractive) effects of TBE and MBE programs on their respective participants' oral L1, L2, and subsequent bilingualism.

The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners

“…Seventeen studies meeting these criteria were identified: BurnhamMassey (1990), Carlisle (1989), Carter and Chatfield (1986), de la Garza and , Gersten (1985), Gersten and Woodward (1995), Gersten et al (1992), Lindholm (1991), Medina and Escamilla (1992), Medina et al (1985), Medrano (1986Medrano ( , 1988, Ramirez et al (1990), Rossell and Baker (1996), Rothfarb, Ariza, and Urrutia (1987), Saldate et al (1985), and Texas Education Agency (1988).…”

“…Four of the 17 studies report outcome measures in the students' native language in addition to English (Medina & Escamilla, 1992;Rothfarb et al, 1987;Saldate et al, 1985;and Texas Education Agency, 1988). A positive effect size indicates that the bilingual program group fared better than the comparison group, whereas a negative effect size indicates that the comparison group fared better.…”

Weighing the Evidence: A Meta-Analysis of Bilingual Education in Arizona

“…The difference was statistically significant and quite large, and the authors suggested that the benefits of bilingual instruction became stronger over the long term. Medina and Escamilla (1992) considered the oral English proficiency development of ELL students in two different kinds of bilingual programs in Arizona and California. Using the Language Assessment Scales in English and students' native language, Vietnamese ELL students who were enrolled in a transitional bilingual program (TBE) were assessed in California, while in Downloaded by [University of Tennessee At Martin] at 04:51 05 October 2014…”

“…Four studies meeting our selection criteria were identified: de la Garza and Medina (1985); Medina and Escamilla (1992); Medina and colleagues (1985); and Saldate and colleagues (1985). Of these, Medina and Escamilla compared one group of students in Arizona with another in California.…”

“…But de la Garza and Medina (1985) for non-ELL students, here labeled EO 2 . Medina and Escamilla (1992) compare two bilingual education programs, DBE and TBE. As shown in Table 4, all outcome measures are derived from standardized tests; however, the instrument and the content area vary widely.…”