Learning in two languages: A case study of a two-way bilingual education program at the middle school

This study examined the learning experiences that English language learners and English proficient students encountered in a two-way bilingual education program implemented in a middle school in New York State. The study used a case study approach consisting of qualitative methods of data gathering and analysis. Participants included administrators, teachers and students.; This study found that the goals of the program under study included those identified at the national and state level for this program model although the design of implementation of the program under study is not one recognized by the research on this program model. The program was implemented in a second language enrichment design where each language group began with more instruction in their native language while instruction in the second language was increased via content areas until a proposed 50/50 was reached by the third year of implementation. Additional program specific goals were identified in this program such as: to provide high achieving students a unique opportunity of learning a second language.; This study also found that the learning experiences encountered by the English language learners and English-dominant students fell within two main categories: the grade level curriculum and curriculum enrichment learning experiences.; The program in this study exhibited some features of successful two-way programs identified by other researchers. Mainly, the focus on the academic curriculum was evidenced. Other features of success identified by other researchers were not present in the program.; Other criteria of success were identified in this study. Namely, a strong professional network was developed among bilingual mainstream, second language, and monolingual mainstream teachers. This supported similar learning experiences for all students enrolled in the program.; Finally, this study identified three major problems in the two-way program under study. First, there was a lack of the same materials in both languages of instruction for all student participants in the content areas. The social studies, math, and science textbooks were available only in English. Second, there was a lack of bilingual certified subject area teachers for this program model at the middle school. Finally, the program did not reach the proposed 50/50 ratio of instruction in each language for both language groups involved. The 50/50 ratio of language use was reached for the English language learners by the third year of implementation. However, this was not the case for the English-dominant students. (Abstract shortened by UMI.)...