Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program,The Modern Language Journal

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Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program
The Modern Language Journal ( IF 4.7 ) Pub Date : 2021-02-18 , DOI: 10.1111/modl.12694
JOHANNA WATZINGER–THARP ₁ , DOUGLAS S. THARP ₂ , FERNANDO RUBIO ₃

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Dual language immersion (DLI) as an alternative model to monolingual English‐medium education has continued to expand rapidly over the past decade. As this model continues to grow across the United States, stakeholders look to research to demonstrate sustainability and scalability of dual language programs. Drawing on 224 schools, the statewide study reported in this article investigated whether students’ growth in a non‐English DLI partner language sustained into the secondary level, to what degree students met performance benchmarks for these partner languages, and whether targeted outcomes were attained during program expansion. The longitudinal analysis of assessment data shows that middle school students performed at Intermediate Mid to High levels on the American Council for the Teaching of Foreign Languages (ACTFL) proficiency scale in listening, speaking, reading, and writing, and that a segment of students raised their performance levels from 8th to 9th grade. Furthermore, a considerable portion of DLI students in French and Spanish dual language programs reached the Advanced level in 9th grade. Finally, 3rd‐ and 4th‐grade data show that targeted performance outcomes held from one testing year to another, 4 years later, and after a substantial increase in enrollments. The article concludes with a discussion of curricular and policy implications.

中文翻译：

维持双重语言沉浸：全州计划中的合作伙伴语言成果

在过去的十年中，双语言浸入（DLI）作为单语言英语-中等教育的替代模型一直在迅速发展。随着这种模式在美国各地的不断发展，利益相关者希望进行研究以证明双语程序的可持续性和可扩展性。本文报道了224所学校，该州范围内的研究调查了学生在非英语DLI伙伴语言中的增长是否持续到中学水平，学生达到这些伙伴语言的性能基准的程度以及在此期间是否达到了目标成果程序扩展。对评估数据的纵向分析表明，中学生在美国外语教学委员会（ACTFL）的听力，口语，阅读和写作能力等级中，中高级水平上表现良好，并且有一部分学生得到了提高他们的成绩从8年级到9年级。此外，法语和西班牙语双语言课程的相当一部分DLI学生达到了9年级的高级水平。最后，三年级和四年级的数据显示，目标成绩是从一个测试年到另一个测试年（4年后），并且在注册人数大幅增加之后才出现的。本文最后讨论了课程和政策含义。此外，法语和西班牙语双语言课程的相当一部分DLI学生达到了9年级的高级水平。最后，三年级和四年级的数据显示，目标成绩是从一个测试年到另一个测试年（4年后），并且在注册人数大幅增加之后才出现的。本文最后讨论了课程和政策含义。此外，法语和西班牙语双语言课程的相当一部分DLI学生达到了9年级的高级水平。最后，三年级和四年级的数据显示，目标成绩是从一个测试年到另一个测试年（4年后），并且在注册人数大幅增加之后才出现的。本文最后讨论了课程和政策含义。

更新日期：2021-03-25

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