Bilingual education evaluations have produced uninterpretable data by failing to model child-input by treatment interactions¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Evaluators of bilingual education programs have failed to incorporate possible interaction between educational treatment and child input factors into their experimental designs. → Cummins 1979

Evidence¶

Cummins 1979¶

Cummins, James. (1979). Linguistic interdependence and the educational development of bilingual children. https://eric.ed.gov/?id=ED257312. doi:10.3102/00346543049002222

q2 · i? · theoretical · r2

The paper argues this design failure explains the lack of meaningful research on whether initial instruction in L1 promotes academic progress of children of limited English-speaking ability. It contrasts US evaluations, which took little account of interactions, with Canadian immersion evaluations that investigated aptitude-by-treatment interactions in depth.

"evaluators of bilingual educationprograms have failed to incorporate the possibility of interaction between educational treatment and child input factors into their experimental designs."

Discussion¶

Related Claims¶

• Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance — related
• Preserving a bilingual student's heritage language supports rather than hinders English acquisition — related
• Immersion and submersion programs differ socioculturally, communicating success versus failure to children — related
• Media comparison studies produce uninterpretable "no significant difference" findings. — a broader claim this one bears on
• The learner's developmental level conditions the outcomes of interactional input — related