Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/125362
Authors: 
Chin, Aimee
Year of Publication: 
2015
Citation: 
[Journal:] IZA World of Labor [ISSN:] 2054-9571 [Year:] 2015 [Issue:] 131
Abstract: 
More than 4.4 million students enrolled in US public schools participate in English language learner programs because of linguistic barriers to learning in regular classrooms. Whether native language instruction should be used in these programs is a contentious issue. Recent studies, using credible research designs for estimating causal impacts, find that bilingual education programs (which use some native language instruction) and English-only programs are not significantly different in their impact on standardized test performance. This finding suggests that it is time to change the focus from use of the native language to program quality.
Subjects: 
bilingual education
language of instruction
English as a second language
structured English immersion
limited English proficient students
English language learners
JEL: 
I21
J24
Persistent Identifier of the first edition: 
Document Type: 
Article

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