ABSTRACT

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who attended a DLBE program rather than an ESL program, scored significantly higher on ELA tests, but the association between program type and mathematics outcomes was more complex. The discussion and implications caution the English as a second language, bilingual, and dual language bilingual education fields to conduct a comprehensive analysis of content allocation and content complexity in relationship to language designation, instead of solely focusing on the overall language allocation of the DLBE program model.

摘要

在这项研究中，我们使用了准实验性的纵向设计来检验DLBE 50:50模型与英语作为第二语言（ESL）模型中的新兴双语者（EB）的英语艺术（ELA）和数学测试成绩超过四个学年。重点关注美国中西部地区，我们将注意力集中在研究较少的地区，该地区的EB人口较新，但增长迅速。结果表明，参加DLBE课程而不是ESL课程的学生在ELA考试中的得分明显更高，但是课程类型和数学结果之间的关联更为复杂。讨论和暗示会警告英语为第二语言，双语，