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Examining Bilingual Education: Insights from Castañeda's Studies and Educational Practices

This analysis delves into the implications and findings from three significant studies focused on bilingual education and English learners. It discusses the balance between theory and implementation, exploring the costs and benefits of bilingual programs. The research highlights effective school-wide practices that enhance student achievement, including the use of assessment data, access to resources, and coherent curriculum design. Key findings emphasize that quality instruction for English learners is more impactful than merely the presence of certified teachers.

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Examining Bilingual Education: Insights from Castañeda's Studies and Educational Practices

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Presentation Transcript

  1. April 13 • Castaneda prongs • “Language as a theory of action” • What else? What have we learned from the three studies?

  2. Castañeda Standards Sound theory examine revise reform Results Implementation evaluate

  3. The Bilingual Debate While the research supports bilingual education programs, there are opportunity costs in engaging in that debate. Lau v. Nichols (1974): language and content access. Proposition 227: English for the Children. Horse races and lost opportunities (white space).

  4. Similar English Learner Students, Different Results:Why Do Some Schools Do Better? Ed Source http://www.edsource.org/pub_abs_el07.cfm Influential school-wide practices in four major domains: • Using Assessment Data to Improve Student Achievement and Instruction • Ensuring Availability of Instructional Resources • Implementing a Coherent, Standards-based Curriculum and Instructional Program • Prioritizing Student Achievement Some EL-specific practices: • A response by a school’s teachers that explicit English Language Development instruction was delivered to the teacher’s EL students through a pull out program (e.g. resource teacher). • A response by the teachers at a school that their EL students were taught mathematics using ESL or immersion techniques (SDAIE). Not significant: • The presence in a school of more teachers with CLAD/BCLAD certification (but they indicate need for professional development to address EL needs). • The number of daily instructional minutes reported by teachers that the school devotes to explicit English Language Development. • Interpretation: Quality, not quantity. Authors: Trish Williams (Ed Source), Kenji Hakuta (Stanford), Edward Haertel (Stanford), Michael Kirst (Stanford), Jesse Levin (AIR), Robert Linquanti (WestEd) 257 Schools (Teachers, Principals) 25-35th percentile SES layer 42% EL students (17% to 80%) EL-API and English language proficiency (AMAO)

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