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245 0 _a
_aTwo Languages Are Better Than One
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246 _a
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249 _i
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260 _e
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_bAssociation for Supervision and Curriculum Development,
_c1997;copyright December 1997/January 1998.46
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321 _a
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336 _b
_atext
_2rdacontent
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_aunmediated
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_avolume
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_aABSTRACT : Among the underachieving youth in U.S. schools, students with no proficiency in English must overcome enormous equity gaps. Clear achievement data now point to the most powerful models of effective schooling for English learners. What is astounding is that these same programs are also dynamic models for school reform for all students. When native and nonnative speakers of English learn together in dual language programs, they help each other acquire both languages proficiently. In successful two-way bilingual programs, educators carefully plan appropriate percentages of instruction in each language, and the languages are used separately. After five to six years in such programs, students are able to demonstrate deep knowledge on tests in either language. Indeed, research evidence is overwhelmingly clear that proficient bilingual outperform monolinguals on school tests. Beyond high academic achievement, dual language programs enable students to develop multiple ways of solving problems, multilingualism that will enhance their professional lives, and cross-cultural respect and collaboration.
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700 _i
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_aWayne P. Thomas and Virginia P. Collier
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_aEducational leadership 55 (4) : 1997. pp. 23-26.
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