Bilingual programs and the affects on the ELL (English Language Learner)
Are they helpful in building success for the student?
This paper delves into the complicated issue of Bilingual programs and how they affect English Language learners.
The increase in the number of English Language Learners (ELLs) has dramatically affected modes of instruction across the nation. In Texas, the influx of ELLs has changed the demographic picture of once typical classrooms.
ELLs come to the classroom with little or no command of the English language and are placed in ESL (English as a Second Language) programs for language support. The two types of instructional ESL programs investigated in this study are bi-lingual and monolingual programs.
State Reading Assessment scores for students within a small rural district, as well as reading achievement records were compared for students enrolled in each of the aforementioned programs. The purpose was to determine if enrollment in bi-lingual ESL programs had a significant affect on the outcomes of scores. The findings suggest that enrollment in the bi-lingual program, while beneficial, did not significantly affect reading scores. In fact, many other factors need to be considered, such as the student's prior education and the number of interruptions in that education, as well as parental support, and possible learning disabilities, when comparing students within these programs.