Bilingual or English Immersion—What Works Best for Your District?

What’s the best instructional model to learn English? If you’re like me, you’re a little confused by the conflicting research and state mandates. Experts and policy makers hotly debate the effectiveness of bilingual versus English language instruction. At times, perspectives can vary on how to teach English learners (EL) just as much as the political opinions differ from the cable news commentators on Fox versus MSNBC.

Researchers tend to gravitate toward dual language or developmental bilingual programs where long-term literacy is built in the student’s primary language and English. Several studies, most notably Thomas & Collier (1997), had led many researches to believe that a dual language program is the most effective model in closing the achievement gap. I recently visited a school in Porterville, California led by a dynamic principal, making incredible strides, with the CELDT (California English Language Development Test) scores to prove it in their dual language program. However, in my discussions with other educators responsible for some of the largest EL populations in the country, they often share a different perspective. For example, a highly seasoned director of EL programs at one of the largest districts in the US shared with me that he originally loathed the idea of English immersion, but years after a state-mandated change to English immersion, he has grown to appreciate the increased accountability and consistency in this instructional model. Another superintendent of a large district in Texas believed that bilingual instruction was superior to the immersion model; however, he experienced difficulties recruiting a large number of qualified bilingual teachers who were highly proficient in both Spanish and English. After years of trying to implement a bilingual program, he chose an ESL approach instead.

The instructional model debate is further complicated by politics. For example, political referendums, such as Proposition 227 in California which requires students to be taught primarily in English, put the decision of how to educate ELs in the hands of voters. In 1998, I was working for an educational technology company, and at the time, I knew very little about the challenges of educating ELs, yet I had the responsibility of voting on a proposition affecting the lives of 25% of California’s student population.

I believe educators should make a local decision on what program is best for their students. Pragmatism should supplement available research. Administrators should gauge the district’s ability to successfully implement a quality program as the primary consideration in which model is best for them. In my opinion, a well-implemented program, with the leadership of an influential principal, will help English learners succeed in either a bilingual or immersion program.

Mark Espinola
CEO