A comparison of a dual language and a transitional bilingual program: Student achievement, teacher preparation, and program organization

The study aimed to compare the effectiveness of a Dual Language Program and a Transitional Bilingual Program in a border school in Texas. Twenty-two students from each program were selected for the study. The data were compiled for four consecutive years for each group starting at kindergarten and ending at third grade. Students in the Dual Language program steadily grew in their English language skills from Level 1 to Level 4 as measured by the English LAS while their Spanish skills remained at the same level.;In the Transitional Bilingual Education Program, the students increased in their English and Spanish language skills. The mean for the group in Spanish LAS was Level 2 at kindergarten and at the end of 2nd grade, it was Level 3. In the English LAS, this group was at Level 1 in the beginning and Level 3 at the end.;The TELPAS results showed a slight difference favoring the Transitional Bilingual group, having four students (18%) more assessed at Advanced High when compared to the Dual Language group. In the reading scores both in the Tejas Lee and the TPRI comprehension portions, the Dual Language group scored higher throughout the four years showing 14 students (64%) scoring at the "developed" level. In the Transitional Bilingual group, nine students (39%) in third grade scored at the "developed" level.;The data for the TAKS reading part showed evidence that the scores of students in the Dual Language program exceeded those in the Transitional program. More students in the Dual Language group received Commended Performance status. Both groups did well in the TAKS. The organization of the program and the preparedness of the teachers showed many similarities and some differences.;Some conclusions of the study were: students in a Dual Language program are offered more opportunities to develop their native language skills in English and Spanish simultaneously; teachers in the Dual Language program receive more professional development than their counterparts; and any successful program relies not only in instruction, but also in a strong support received from the district and school administration. Recommendations made were that the dual language program be implemented in more schools nationwide especially in those areas where there are high numbers of English language learners and other students who want to study a second language; that teachers in all schools be provided with training and information about dual language programs; and that more research be conducted on the validity and reliability of the language proficiency assessment systems to have a more accurate measurement of the language competence of the students.