Bilingualism CQ13

To measure the effectiveness of bilingual education, it is important to consider the response of individual learners, as all children will not respond the same way

TRUE

School level characteristics (e.g., staffing, school composition) do not play a major role in the effectiveness of a bilingual education program as is the individual learner and classroom environment

FALSE

All in all, the effectiveness of a bilingual education program goes beyond simply maintaining children's home/family language(s)

TRUE

In the 1980s, K. A. Baker and Kanter (1983) found that two-way immersion was more effective for promoting English proficiency and academic achievement.

FALSE

Willig's (1985) meta-analysis found superior outcomes for bilingual education programs in the United States that supported the minority language

TRUE

The longitudinal studies in the 80s (e.g., J.D. Ramirez, 1992) found that all transitional bilingual education programs (e.g., early exit, late exit, sheltered) led to similar outcomes for emergent bilingual children.

FALSE

McField and McField (2014) found that quality of bilingual education program did not really matter; that is, low and high quality bilingual education programs had an equal positive effect on outcomes.

FALSE

Determining the effectiveness of dual language bilingual education programs can be difficult because students are self-selecting (i.e, it's not a random sample)

TRUE

Thomas and Collier (2002) found that students enrolled in elementary transitional bilingual education programs such as content-ESL outperformed those students who were enrolled in two way dual language immersion programs

FALSE

Steele et al. (2017) found that ELL students enrolled in two way dual immersion programs did not differ from ELLs in mainstream English immersion programs with regards to Math and Science achievement. However, ELL students enrolled in two way dual immersion were classified sooner as English proficiency speakers

TRUE