Elementary School Journal
This article describes a longitudinal evaluation of 2 approaches to the education of language-minority students-transitional bilingual education and a new approach, bilingual immersion-in El Paso, Texas. Rationales for both programs are provided along with a brief description of the factors that led to the development of the bilingual immersion approach. Students' (N = 228) achievement on the Iowa Tests of Basic Skills was traced from grades 4 through 7. Results indicated significant effects favoring bilingual immersion in language and reading in grades 4-6, but not in the seventh grade. Students taught with bilingual immersion entered the mainstream more rapidly, as designed. Questionnaire responses (N = 307) also indicated that teachers appeared to be much more satisfied with the rapid but systematic introduction of English in the bilingual immersion program than the relatively slow introduction in the transitional program. 60 students' reactions to the 2 programs in interviews were not significantly different on any variable.
Gersten, R., and John Woodward. 1995. "A Longitudinal-Study of Transitional and Immersion Bilingual Education-Programs in One District." Elementary School Journal 95(3): 223-239.