Getting Beyond Polarization of Bilingual Methods
By Nancy Salvato (01/22/06)
An Interview with G. Reid Lyon, Part IV
There is an unfortunate either/or thinking process that pervades the field of education.
Q. What are your thoughts regarding Bilingual vs. ESL education? Is there an
either/or between these methodologies?
A. There is an unfortunate either/or thinking process that pervades the field of education.
We see this in arguments about reading instruction, about early childhood education, and about research methods. We certainly see it in discussions about second language learning. As you know, this is a very destructive way to discuss complex educational issues given their complexity. It also says to teachers and administrators that they must make a choice between two extreme positions. The polarization and dichotomies that are in place in edu-speak continue because emotion, ideology, and philosophical ideas have informed your question, rather than objective evidence of what works and for whom.
Education proceeds forward on philosophy, untested belief systems, and appeals to authority but that isn’t right. Evidence should underpin what education programs we should embrace. To not employ converging scientific evidence in the implementation of instruction constitutes malpractice in my mind.
Different Spanish speaking students, from different environments, with different exposure to English may respond equally well with English only programs.
Q. Does research reveals that one method of teaching is more likely to decrease the learning gap experienced by this EL subgroup -identified as being left behind- because of the NCLB law?
A. The NICD just finished their first 5 year trial of studying how different instructional approaches benefit students whose first language is Spanish. Some of the early data indicates that students learn more efficiently if they are initially taught Spanish with a transition to English once critical concepts have been learned but the data might not be strong enough to change people’s minds. But keep in mind, even this conclusion is tempered by the fact that different Spanish speaking students, from different environments, with different exposure to English may respond equally well with English only programs. The best people to discuss this issue with are Peggy McCardle who has directed the NICHD Spanish to English Research Program and Tim Shanahan who chaired the National research Council Committee on second language learning.
Many studies are poorly done and research methods and designs aren’t built properly for particular studies.
Q. Has this debate been addressed in the What Works Clearinghouse?
A. What Works is looking at specific programs and the studies they’re based on. Many studies are poorly done and research methods and designs aren’t built properly for particular studies. Education research is plagued by this problem. Educational researchers frequently are not well prepared to address complex educational problems and to be able to identify and utilize different research methods and designs to address specific questions. Again, we see a polarization among educational researchers with some advocating qualitative research approaches and other quantitative approaches. This is very dumb. Most studies will require both – but you can’t use both if you only understand one.
Typically how to develop EL programs is a local issue.
Q. Is there money to teach Bilingual Programs adequately?
A. It is a capacity issue, just like Response To Instruction. RTI has a greater evidentiary base than the Bilingual issue. Yet even with strong science behind it capacity comes into play as well. The science is just now coalescing with English Learning. Policy won’t be built on the science at this time. Capacity is built up over time by placing it into legislation, law and policy over time. Unless something is in policy, typically it is a local issue about how they want to develop their EL programs.
With Reading First there is local and state discretion but the program has to have certain components; phonemic awareness, comprehension, fluency, phonics, etc. Longitudinal studies have shown that poor academic achievement in school constitutes not only an educational problem but a public health problem as well. For example, if you can’t read, how can you read a prescription, obtain meaningful employment, keep yourself healthy? Science must inform educational policy and practice.
Articles in this Complete Series Include:
1. Shifting the focus to Effective Instruction
2. Effective Reading Programs Share Common Characteristics
3. The Federal role in Education
4. Getting Beyond Polarization of Bilingual Methods
5. Developing an American College of Education
Copyright © Nancy Salvato 2006
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