The number of students speaking second languages other than English is rapidly increasing in the American society. This fact urges educators to reconsider the best educational practices in order to address English language learners (ELLs). There are many educational methods that have been implemented at schools to address ELLs. However, the process of integrating the academic achievements and cultural identification for minority students has been a controversial issue for many years. Two of the most important models are ESL and bilingual programs. Bilingual program is about partially teaching English language learners using their native language. On the other hand, ESL programs use the English language for instruction without or with a very limited use of students’ native language. Whether ESL or bilingual program should be implemented to address non-English speaking students remains controversial. However, both programs must provide quality education that gets students to the set objective of being proficient in English in a way that would maintain their cultural backgrounds that affects their psychological and social status. Accordingly, this paper examines extensive research that has indicated that the two-way immersion bilingual program is one of the instructional methods to address the academic achievements and maintain a smooth comprehension of a second culture for native speakers of other languages and native English speakers.
|Keywords:||Bilingual Program, Students’ Academic Performance, Students, Cultural Identification Instructions, ESL, Two-way Immersion Bilingual Program|
English Professor, Division of Math and Science, South Texas College, McAllen, Texas, USA
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