Remedy or remediation: A longitudinal study of emergent bilinguals' achievement and course placements

Trish Morita MULLANEY, Jennifer RENN, Ming Ming CHIU

Research output: Contribution to conferencePapers

Abstract

Dual language bilingual education (DLBE) can preserve and develop the heritage languages of emergent bilinguals (EBs), and address academic disparities. Yet, DLBE programs are nested in sociopolitical contexts which may disrupt such benefits. To address this construction of DLBE as a panacea, we study two EB cohorts in DLBE or ESL programs over 8-years to examine 1) academic achievement, and 2) course placements in the middle school that support or impede long-term college and career readiness. Findings demonstrate that EBs in DLBE fare better in achievement and placement in English language arts, but not in math. Further, particular advanced-level math electives are more availed to EBs in ESL programs, demonstrating that DLBE programs need to examine non-language arts subjects. Copyright © 2020 AERA.
Original languageEnglish
Publication statusPublished - Apr 2020

Citation

Mullaney, T. M., Renn, J., & Chiu, M. M. (2020, April). Remedy or remediation: A longitudinal study of emergent bilinguals' achievement and course placements. Paper presented at The American Educational Research Association Annual Meeting (AERA 2020): Paper session of Learning outcomes and adolescent bilingual students, San Francisco, USA.

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