Effectiveness of dual language immersion instruction: a comparison of student academic achievement
Bilingual education has been an option in United States public schools since the 20th century. A variety of programs have been implemented to aid students in becoming bilingual. However, over the last 20 years Two Way Immersion (TWI) programs, also known as Dual Language Immersion (DLI) programs, have become the most popular programs throughout the nation. This research set out to investigate the effectiveness of a DLI program in a rural Central California school. The research examined weather a difference in academic achievement in the area of literacy existed between second grade DLI students and English only students, as measured by the Dynamic Indicators of Basic Early Literacy Skills assessment. This assessment categorized each student’s performance as either being below grade level, at grade level or above grade level. The data were analyzed using descriptive statistics and by running a Chi-square test. The results of this study indicated that no statistically significant difference exists between the academic achievement in literacy of DLI and EO students.