According to the brief, research has focused on the effectiveness of separate programs (i.e. dual language, English-only, transitional bilingual), but have not focused on the effectiveness certain program models have for particular schools. For this reason, MPI has released this issue brief so that “a range of stakeholders—including state and local education agency leaders, legislators, school board members, and community advocates—have a clear picture of what programs are offered to EL students and factors that might indicate whether they are appropriate and effective choices.”
This issue brief, which is discussed via webinar and is accessible here, “describes the goals and main features of common instructional models and key factors that often shape their selection and implementation by schools.” Julie Sugarman relays how key features of EL instructional models are sometimes interwoven to “address the language and content-learning needs of students” and factors “that can account for varied approaches within and across schools.”
Also in this webinar are speakers Lissette Colón-Collins, Assistant Commissioner, Office of Bilingual Education and World Languages, New York State Education Department, and Silvia Romero-Johnson, Executive Director, Office of Multilingual and Global Education, Madison Metropolitan School District.
If any of our readers have a chance to listen to this discussion and would like to share their thoughts, please comment below!
-Melissa Hoppie, Graduate Student Researcher