Leigh Two-Way Bilingual Immersion Literacy in Two Languages program¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

A Title VII Grant-funded dual language program at Leigh Elementary School in Phoenix, Arizona, launched with a 1996-1997 planning year and in its second year of implementation at the time of study. Its objective was "to facilitate English acquisition while maintaining and furthering the native language skills of students," promoting bilingualism regardless of language proficiency status. The program used a 50-50 dual language immersion model in Spanish and English, with classrooms organized so each teacher used one language as the sole language of instruction.

Design Implications¶

Context¶

Requirements¶

• Equal numbers of English-speaking and Spanish-speaking students are needed for a 50-50 model to operate effectively, with students available as peer resources and language brokers

Constraints¶

• The school never attained a stable 50-50 enrollment ratio due to demographic imbalance, attrition, and student mobility

Target Learners¶

• elementary students from Spanish- and English-speaking backgrounds

Target Learning Goals¶

• bilingualism in Spanish and English
• bi-literacy
• cross-cultural understanding

Claims¶

• Contrary to program guidelines, English acquisition was given priority over Spanish acquisition in practice [+W]
• Students segregated into language cliques whenever allowed to choose peer interactions, despite the 50-50 enrollment design [+W]

Related Elements¶

• Dual language programs: multi-year instruction in English and a partner language

Examples¶

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Key Sources¶

• Amrein, Audrey. (2000). Dual Language Asymmetry: Symbolic Inequalities. Paper presented at the Annual Meeting of the American Educational Research Association. https://eric.ed.gov/?id=ED440548