Content area
The study investigated the educational impact of Two-Way Dual Language programs on fourth grade students from three elementary schools in the Texas upper Rio Grande Valley. Three components of educational success were analyzed: academic skills in reading and math, language development, and self-concept development. Respectively, these areas were measured by the Texas Assessment of Academic Skills (Texas Education Agency, 1999), the Reading Proficiency Test in English (TEA, 2000), and the Piers-Harris Children's Self-Concept Scale (Piers & Harris, 1969, 1984, 1996).
Of the 221 student participants, 124 were language minority students (Spanish language dominant) and 97 were language majority students (English language dominant). The educational programs at each of the three school sites included a regular monolingual English program, a developmental bilingual educational program, and a two-way dual language program. Participants took assessments in either English or Spanish, depending on language dominance and primary language of instruction. For purposes of the study, the program identification of each student was based on the majority of years the student was enrolled in a program.
Overall results of the study showed that Spanish language dominant students in the two-way dual language program scored higher on the Reading Proficiency Test in English than Spanish language dominant students in the developmental bilingual education program. Spanish language dominant students in the Two-Way Dual Language program scored no difference in academic skills, native language development, or self-concept development than Spanish language dominant students in a developmental bilingual program. English language dominant students in the Two-Way Dual Language program scored no difference in academic skills, native language development, or self-concept development than English language dominant students in a regular monolingual English program.