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American Educational Research Journal
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Section on Teaching, Learning, and Human Development

Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Fuhui Tong and Rafael Lara-Alecio

Texas A&M University

Beverly Irby

Sam Houston State University

Patricia Mathes

Southern Methodist University

Oi-man Kwok

Texas A&M University

The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly (p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction (p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

Key Words: bilingual • bicultural • elementary schools • language comprehension and development • Hispanic education

This version was published on December 1, 2008

American Educational Research Journal, Vol. 45, No. 4, 1011-1044 (2008)
DOI: 10.3102/0002831208320790
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