Contesting math as the universal language: A longitudinal study of dual language bilingual education language allocation

Trish MORITA-MULLANEY, Jennifer RENN, Ming Ming CHIU

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

Abstract

In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who attended a DLBE program rather than an ESL program, scored significantly higher on ELA tests, but the association between program type and mathematics outcomes was more complex. The discussion and implications caution the English as a second language, bilingual, and dual language bilingual education fields to conduct a comprehensive analysis of content allocation and content complexity in relationship to language designation, instead of solely focusing on the overall language allocation of the DLBE program model. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)43-60
JournalInternational Multilingual Research Journal
Volume15
Issue number1
Early online dateMay 2020
DOIs
Publication statusPublished - 2021

Citation

Morita-Mullaney, T., Renn, J., & Chiu, M. M. (2021). Contesting math as the universal language: A longitudinal study of dual language bilingual education language allocation. International Multilingual Research Journal, 15(1), 43-60. doi: 10.1080/19313152.2020.1753930

Keywords

  • Dual language bilingual education
  • ESL
  • Longitudinal
  • Language allocation

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