Early-exit transitional bilingual programs that provide minimal early-grade English literacy and then transition students to all-English classrooms with no support are inappropriate¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Minimal English literacy instruction in the early grades followed by grade-3 transition into an all-English classroom with no language support is inappropriate; students require strong literacy programs in both languages. → Cummins 1999

Evidence¶

Cummins 1999¶

Cummins, J. (1999). BICS and CALP: Clarifying the Distinction. ERIC Document ED 438 551. https://eric.ed.gov/?id=ED438551

q1 · i? · theoretical · r2

This is the author's program-design argument in an opinion paper: in early-exit transitional bilingual education, students require a strong English literacy development program in the early grades just as they require a strong Spanish language literacy program. No comparative data are printed for this specific design.

"However, what is not appropriate is to have minimal English literacy instruction in the early grades of a transitional bilingual program and then at the grade 3 level transition students into an all-English classroom with no support for language learning."

Discussion¶

Related Claims¶

• Assuming conversational fluency indicates English proficiency has led to bilingual children being misdiagnosed as learning disabled or retarded and to premature exit from support programs — related
• Preserving a bilingual student's heritage language supports rather than hinders English acquisition — related
• L1 and L2 CALP are interdependent: strong promotion of L1 literacy in the early grades entails no adverse consequences for English — related
• Teaching students in a language they understand benefits both language learning and broader learning — related
• In one participatory budgeting case, Latino immigrant participation lapsed under outreach with interpretation and was sustained only after the activity structure was redesigned — related
• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice — related
• Meta-analyses consistently validate extensive reading benefits across languages and populations, with program length as a moderator — related