Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/125362 
Autor:innen: 
Erscheinungsjahr: 
2015
Quellenangabe: 
[Journal:] IZA World of Labor [ISSN:] 2054-9571 [Article No.:] 131 [Publisher:] Institute for the Study of Labor (IZA) [Place:] Bonn [Year:] 2015
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
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.
Schlagwörter: 
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 der Erstveröffentlichung: 
Dokumentart: 
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