Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design

Autor/inn/en	Billy, Roslyn J. F.; Garríguez, Carmen Medina
Titel	Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design
Quelle	In: English Language Teaching, 12 (2019) 10, S.108-117 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English Language Learners; Second Language Learning; Second Language Instruction; English (Second Language); Bilingual Education Programs; Academic Achievement; Native Language; Cultural Differences; Program Design; Literacy; Mastery Learning; Foreign Countries; Cross Cultural Studies; Course Content; Language of Instruction; Technical Education; Preschool Education; Elementary Secondary Education; Scheduling; Time Factors (Learning); Germany; Finland; Spain; United Arab Emirates + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Kultureller Unterschied; Programme design; Programmaufbau; Programmplanung; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Cultural comparison; Kulturvergleich; Kursprogramm; Teaching language; Unterrichtssprache; Technikunterricht; Pre-school education; Vorschulerziehung; Disposition; Deutschland; Finnland; Spanien; Vereinigte Arabische Emirate
Abstract	Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01