A new study by researchers at Johns Hopkins University's Center for Research and Reform in Education could change the way schools in the United States teach nonnative speakers to read and speak in English.
The traditional argument surrounding the instruction of English-language learners has been whether English immersion or bilingual approaches work the best. But the Johns Hopkins study is poised to make that debate irrelevant: After five years studying Spanish-dominant children in six schools in California, Colorado, New Mexico, Minnesota, Illinois and Texas, the researchers found that the quality of instruction had a greater impact on how easily the children learned English than did the language of instruction.
Unique in that it follows children over a long period of time, the study was presented last week during the annual meeting of the American Educational Research Association in Denver. For more, read the article in The Johns Hopkins University Gazette
online.
The full study is available on Johns Hopkins' Best Evidence Encyclopedia Web site.
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