A comparative investigation of the effects of English as a second language (ESL) instruction, transitional bilingual education (TBE) and English submersion upon English language proficiency and achievement of limited English proficient (LEP) students

The present investigation was designed to analyze data on the differential effects of TBE models of instruction, ESL only instruction and submersion on the acquisition of oral language proficiency and achievement in language, reading and mathematics among 160, Hispanic LEP students in the first and third grades in a sample of three public and two parochial schools in Waukegan, Illinois. In addition to assessing the relative success of these instructional approaches, the study also examined sociological and demographic data collected on students and parents which related to second language learning.;The subjects involved in this investigation were randomly assigned to one of three experimental treatment groups in the public schools: ESL Pullout, TBE combined with ESL Pullout, and self-contained TBE. The English Submersion Group was established in the parochial schools among intact classrooms and served as the Control Group. A control group could not exist in the public schools due to the Legislative Mandate for Bilingual Education in Illinois.;Various language tests, measuring oral proficiency as well as the areas of language, reading and mathematics were administered before and subsequent to treatment.;The major research questions addressed were as follows: (1) What effect, if any, does transitional bilingual education, ESL only instruction, or a combination of these two methods have on the acquisition of oral English proficiency and academic skills in language, reading and math? (2) What effect, if any, does the lack of any specialized instruction, (Submersion) have on the acquisition of English? and (3) What effect, if any, do previous schooling experience and years residing in the U.S. have on the acquisition of English?;Multivariate analyses of covariance and t-tests were performed and revealed various significant findings for first grade and third grade subjects in the TBE and Control-Submersion treatment groups for English language acquisition.;There were unanticipated findings that have implications for the designing of second language learning classrooms. Specifically, the findings suggested that students do better in a self-contained classroom environment as opposed to a pullout approach. Follow-up study is necessary to assess the cumulative benefits of instruction in the different second language approaches investigated given the varied classroom environments.