In this paper, two different research articles titled “The Astounding Effectiveness of Dual Language Education” and “Dual Language Education: a promising 50-50 model” were compared and differentiated. Although dual language programs are all very similar, they also vary as well. Some similar aspects in both of these articles included their overall goal, the type of program, assessments, results, affecting factors, and future research of dual language education. Within these same similarities, some differences are present as well in all, but one factor.
Overall, dual language programs certainly help these tudents succeed and leave an impact for themselves and others. Overall Goal Similarities and Differences One major similarity between both articles was their overall goal of this research. Both articles had one goal in mind, and this was the result in academic achievement and development in using multiple languages. According to Freeman & Gomez, (2005) “the central goal is that all students become proficient in using two languages for communication and learning,” which is similar to what the second research article’s goal is.
In Collier & Thomas’s (2004) dual language program, their main goal was to, “analyze he great variety of education services provided… in U. S. public schools and the resulting academic achievement of these students. ” Although, both of these articles have a comparable goal, the types of goals were achieved very differently. The research done by Freeman & Gomez (2005) was focused in “the Rio Grande Valley” near South Texas, where the majority of the children are Mexican-American.
Collier & Thomas (2004) conducted their research “in 23 large and small school different school districts from different states. ” Freeman & Gomez’s model was used in a smaller scale with less of a time frame hile Collier and Thomas’s program was used at a larger scale with more years to do research on these programs. Program Comparison and Differences A second comparison found from both articles is that they both have similar program, and share resembling characteristics. Both research programs are also a dual language program.
They also “have groups of students who study together most of the day. (Gomez & Freeman, 2005) Lastly, both programs also measure academic achievement by “all the tests given to them by the school district in both English and the second language” (Collier & Thomas, 2004). These programs also differentiate from one another. The dual program used in Freeman & Gomez’s (2005) research is called the “50-50 Model that divides language of instruction by content area as well by time,” which is not the same program used in the second article. Collier & Thomas (2004) “focused their research findings in in one-way and two-way dual language programs.
They are both dual language programs, but the first program is one- way, and the second program is both a one-way and two-way program. Another difference is the features of each program. The 50-50 Model was focused on a “50-50 subject rather than time, provided instruction in each subject area, called for activities that support the second language learner in the respective subject area, and used Bilingual Learning Centers” (Freeman & Gomez, 2005) The 50-50 Model occurred in South Texas with students from similar backgrounds.
In Collier & Thomas’s program, the “comparison of schools were carefully matched to be similar in terms of neighborhood and percentage of students of low socioeconomic background” (2004) in Houston ISD and Maine for about 2 decades. Assessment Similarities and Differences One other similar, yet different aspect of these two articles were the forms of assessment. Both articles presented some form off assessment to test the individual’s progress. Both exams were tested in 2 different languages, with English being one of them, and both were tested on the subject of reading.
One last similarity is the grade level of these students. The majority of these children were elementary aged children. Apart from the similarities, a couple of differences were also evident. The types of testing used by Thomas & Collier were the “Stanford 9 and Aprenda 2” in Houston, and the Terra Nova in Maine (2002). The testing used by Freeman and Gomez was the “TAKS Test” (2005) Student Results Similarities In this part of the program, there wasn’t evident differences, but only similarities within both results of these two programs.
In the 50-50 model, the “students were achieving high levels of academic proficiency in reading and mathematics. ” (Gomez & Freeman, 2005) A very minimum amount of students did not meet the standards in the TAKS test, but the majority of the students did. In the one-way and two-way dual language models, the results were based off of each state. In Houston, he outcomes were “very high, in both Spanish and English on the difficult national norm referenced tests” (Collier and Thomas, 2002).
From all three categories of ELLS, the category with the best results was the 90:10 two-way immersion bilinguals. They all scored higher than the 90:10 transitional bilinguals, and 90:10 developmental bilinguals. In the state of Maine, the heritage language program also showed very high results when Collier & Thomas compared former ELLS in bilingual immersion and former ELLS in English mainstream (2004). The Former ELLS scored much higher than the other roups according to the results indicating that dual language programs really benefits the students.
Affecting Factors of Dual Language Education Similarities and Differences Some comparisons and differences in this research are the affecting factors of the dual language education programs. Both the 50-50 model and the one-way and two-way dual model programs stated that one major problem in dual model programs is the program implementation. According to Gomez and Freeman, they indicate that “there is always a danger that critics of bilingual education will seize on data from poorly onceived or implemented programs” (2005).
Similarly, Collier and Thomas also say that “the quality and fidelity to these implementation characteristics can lead to significant differences in student achievement” which is absolutely true (2004). In both programs, all administrators have to cooperatively work together to make this program work, and if they fail to do so, then this can be an affecting factor. A couple of different factors were also mentioned as well. Gomez & Freeman stated that one affecting factor is the number of native English speakers. “Dual language programs may not be stablished unless a sufficient number of native speakers… re available to enroll” (2005).
In the second article, Collier & Thomas indicated that an affecting factor is the test difficulty. “The average and range of item difficulty on a test vary from one measure to another” (2004). While both of these affecting factors were shown on two different articles, it is possible that these differences could also appear within the 50-50 model and the dual language programs as well because after all, these are all dual language programs for ELLS. Future Research Similarities and Differences
Lastly, a couple of comparisons for future research was stated by the two programs. After completing the experiment, both programs, expect to continue to do further research on the dual language programs, but both programs have different plans for future research. Gomez & Freeman mentioned that later studies within this program could “include classroom observations, and interviews. ” They also noted that “data could be collected in both languages to assess how well the program is meeting its goal” (2005).
On the contrary, Collier and Thomas state that “the next major step.. to refine what particular forms of dual language programs are the most effective” (2004). In conclusion, both of these programs demonstrated favorable results based off their goals, assessment, and results that can help the future generations, Furthermore, both articles even mentioned that future research will be done to have better and more accurate results to provide and help all individuals meet their needs and succeed. Dual language programs offer an enrichment and a positive culture within the classrooms that really benefits individuals for the rest of their lives.
