Degree Type

Thesis

Degree Name

Bachelor of Science (BS)

Date Information

2018

Department

World Languages and Cultures

First Advisor

Kenneth Reeds

Second Advisor

Scott Nowka

Abstract

This paper explores the benefits of teaching ELL (English Language Learners) students through Dual Language Programs. Dual Language is the instruction of course material in both the students native tongue, and the language he or she is trying to learn. There is evidence that ELL students lack the confidence in their learning. Because of their linguistic reality they are often perceived as different from other learners, thus leading disappointing academic results. Examples of these results are: low achievement on test scores, increased dropout rates, low graduation rates, and inadequate reading and writing proficiency. This paper focuses on research that has proven that Dual Language Programs will boost test scores, reduce the dropout rate, raise the graduation percentage and enhance proficiency in reading and writing. The general argument is that long-term goals of developing the education of ELL students in the United States will improve with the implementation of Dual Language Programs. This paper exhibits how ELL students are marginalized and thus failed by the US education system. In other words, they are not given the opportunity to learn like their English-speaking classmates. The situation is such, that it could be said that these students are not prepared to succeed academically; and thus lack the opportunities to move forward beyond school. Dual language programs would allow ELL students to grow in many ways not solely academically, but will be given the opportunity to shine and use their linguistic reality as a resource instead of a language barrier.

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