A Longitudinal Study of Transitional and Immersion Bilingual Education Programs in One District

摘要: This article describes a longitudinal evaluation of 2 approaches to the education language-minority students-transitional bilingual and new approach, immersion-in El Paso, Texas. Rationales for both programs are provided along with brief description factors that led development immersion approach. Students' (N = 228) achievement on Iowa Tests Basic Skills was traced from grades 4 through 7. Results indicated significant effects favoring in language reading 4-6, but not seventh grade. Students taught entered mainstream more rapidly, as designed. Questionnaire responses 307) also teachers appeared be much satisfied rapid systematic introduction English program than relatively slow transitional program. 60 students' reactions interviews were significantly di...