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Research
What do researchers have to say about what we do in our program?
Developing literacy skills in primary language, laying groundwork thereby for developing bilingualism and biliteracy:
Thomas and Collier (2002) Bilingually schooled students were found to outperform their peers who were educated monolingually in all subjects after 4-7 years. Lindholm-Leary (2001) Native Spanish Speakers (NSS) and Native English Speakers (NES) in Spanish/English dual language programs performed at or above grade level in content areas of first language on standardized tests. Both groups demonstrated high levels of academic achievement through respective second language. Higher levels of bilingual proficiency in English and Spanish were associated with higher levels of literacy in the two languages.
Respecting individual differences, including cultural background, learning styles:
Lindholm-Leary (2000) Children in dual language had favorable attitudes towards other ethnicities and language groups.
Making curriculum accessible to ELLs and allowing their continued academic growth as they learn English:
Howard, Christian, and Genesee (2003) ELL had comparable scores on standardized tests in English and Spanish by the end of fifth grade, and the ELL developed more balanced abilities in the two languages than the native English speakers. Gore (2001) Found that ELL in dual language had mature literacy processes--both the Spanish and the English dominant children transferred patterns from their first language to their second language.