Does Early Elementary Dual Language Instruction Deliver as Promised?

IF 3.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Aera Open Pub Date : 2024-07-26 DOI:10.1177/23328584241264513

Natalia Palacios, Natalie L. Bohlmann, Bethany A. Bell, Min Hyun Oh, Yitong Yue

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Abstract

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speaking English learners (ELs) in the United States. We employ propensity score matching (PSM) to generate matched samples using child and family factors known to be associated with children’s early literacy: child sex, immigrant status, unhoused status, special education status, child met Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark at start of first grade, as well as family income and parental language (DLI & ESL, n = 380; DLI & SEI, n = 380; SEI & ESL, n = 550). Regression models comparing early literacy outcomes for each matched group indicate small trends, based on effect sizes, in favor of DLI programs when compared to other program types, although differences were not statistically significant. Implications for policy and practice related bilingual education are addressed.

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小学低年级双语教学是否如约而至？

本研究利用犹他州的数据，旨在考察美国讲西班牙语的英语学习者（ELs）自一年级和三年级基础识字能力以来，语言课程类型（双语课程[DLI]、庇护性教学[SEI]和英语作为第二语言[ESL]）之间的关联。我们采用倾向得分匹配法（PSM），利用已知与儿童早期识字能力相关的儿童和家庭因素生成匹配样本：儿童性别、移民身份、无住房状况、特殊教育状况、儿童在一年级开始时达到早期基本识字能力动态指标（DIBELS）基准，以及家庭收入和父母语言（DLI & ESL，n = 380；DLI & SEI，n = 380；SEI & ESL，n = 550）。比较每个匹配组早期识字成果的回归模型显示，根据效应大小，与其他项目类型相比，DLI 项目有微小的优势趋势，尽管差异在统计上并不显著。本文探讨了双语教育相关政策和实践的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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