From Bench to Classroom: Collaborating within a Dual-Language Education Model

Autor/inn/en	Esposito, Alena G.; Bauer, Patricia J.
Titel	From Bench to Classroom: Collaborating within a Dual-Language Education Model
Quelle	20 (2019) 2, S.165-181 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
Schlagwörter	Bilingual Education; Teaching Methods; Spanish; English (Second Language); Second Language Learning; Cognitive Development; Executive Function; Academic Achievement; Educational Benefits; Language of Instruction; Comparative Analysis; School Community Relationship; Program Evaluation; Conventional Instruction; Course Content; Partnerships in Education; Rural Areas; Low Income; Immersion Programs; Elementary School Students; Longitudinal Studies; Surveys; Language Proficiency; Vocabulary Skills; Language Tests; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kognitive Entwicklung; Schulleistung; Bildungsertrag; Teaching language; Unterrichtssprache; Programme evaluation; Programmevaluation; Kursprogramm; Hochschulpartnerschaft; Rural area; Ländlicher Raum; Niedriglohn; Immersionsprogramm; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Language test; Sprachtest
Abstract	We describe research results and lessons learned from a laboratory/ classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a reciprocal manner, ongoing communication with the school system and community has directed the research questions to provide information the school system seeks for program evaluation and to maintain community support. In this report, we share results of the effects of participation in a dual-language model of education in the areas of executive functions, academic performance, and English-language development. Our research revealed no evidence of detrimental effects of participation in the dual-language education program compared with the traditional English-only instructional track in any of these areas. There was some evidence for emerging benefits to executive functions and academic performance for children participating in dual-language education. We also share the implications of the research for the way in which academic content is delivered in the dual-language education model. We conclude with lessons learned from collaborating with the school system that will direct our future research and might aid researchers interested in pursuing similar partnerships. [This article was published in "Journal of Cognition and Development" (EJ1219015).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01