Tuesday, March 9, 2021 4:30 PM to 5:30 PM
March 9, 4:30-5:30pm EST
Recent research findings on the cognitive and academic advantages of bilingualism (Adesope, Lavin, Thompson, & Ungerleider, 2010; Lindholm-Leary & Block, 2010) have contributed to the proliferation of dual language bilingual education (DLBE) programs in the United States. Despite their integrative and additive nature, concerns have been raised about lack of equity in their implementation (Cervantes-Soon, 2014; Palmer, 2010; Valdés, 1997, 2018). In this presentation, we argue that the fact that DLBE research almost exclusively focuses on English outcomes contributes to this inequity. In order to represent the full achievements of emerging bilingual students, we designed a longitudinal study to examine the biliteracy growth rates of third grade students enrolled in all of the DLBE programs that collect achievement data in the two program languages in the state of Oregon. Findings will be presented by whether students are or have ever been classified as English learners or not.
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Contact Ellen J. Serafini (firstname.lastname@example.org) with any questions.