Abstract
In this chapter key characteristics and the research foundation of dual language schooling (all models—90:10, 50:50, two-way, and one-way) are summarized and contrasted with features of transitional bilingual education, a short-term form of bilingual schooling, developed to serve only English learners. Dual language education (PK-12) is the mainstream curricular program taught through two languages, an enrichment model of schooling designed for all students, including English learners. We have found in our longitudinal research that dual language schooling fully closes the achievement gap for all student groups across ethnicity, social class, and special needs. In our research findings the most powerful outcomes of dual language classes are higher cognitive development as measured by school tests and higher engagement with learning. Dual language education also can result in powerful changes in school districts through innovative teaching practices and administrative reforms. Dual language schooling is rapidly expanding throughout the U.S., as parents and educators acknowledge the need to prepare our students to live and work more effectively as global citizens of the twenty-first century.
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Thomas, W.P., Collier, V.P. (2019). Dual Language Education for All. In: DeMatthews, D.E., Izquierdo, E. (eds) Dual Language Education: Teaching and Leading in Two Languages. Language Policy, vol 18. Springer, Cham. https://doi.org/10.1007/978-3-030-10831-1_6
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DOI: https://doi.org/10.1007/978-3-030-10831-1_6
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