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Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program

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Title: Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program
Language: English
Authors: Watzinger-Tharp, Johanna (ORCID 0000-0001-6300-1754), Tharp, Douglas S., Rubio, Fernando (ORCID 0000-0001-7841-4244)
Source: Modern Language Journal. Spr 2021 105(1):194-217.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 24
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Bilingual Education, French, Spanish, Language Proficiency, Middle School Students, Outcomes of Education, Immersion Programs, Sustainability, Advanced Students
DOI: 10.1111/modl.12694
ISSN: 0026-7902
Abstract: 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1289984
Database: ERIC
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  Data: Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program
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  Data: <searchLink fieldCode="AR" term="%22Watzinger-Tharp%2C+Johanna%22">Watzinger-Tharp, Johanna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6300-1754">0000-0001-6300-1754</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tharp%2C+Douglas+S%2E%22">Tharp, Douglas S.</searchLink><br /><searchLink fieldCode="AR" term="%22Rubio%2C+Fernando%22">Rubio, Fernando</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7841-4244">0000-0001-7841-4244</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. Spr 2021 105(1):194-217.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Immersion+Programs%22">Immersion Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Students%22">Advanced Students</searchLink>
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  Data: 10.1111/modl.12694
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  Data: 0026-7902
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  Data: 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.
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