Which is best: bilingual or English-only? - interview with Prof. Alfredo Schifini of California State University, Los Angeles - Interview

Schools across the United States are flooded with a diverse population of students whose native languages are not English. What's the best way to educate these limited English proficiency (LEP) students? Senior Editor Meg Bozzone asked Alfredo Schifini, an associate professor at California State University, Los Angeles, who has published and spoken internationally on the subject.

Should students receive instruction in their native languages?

Yes. Children who don't understand English don't understand the instruction of core curricular subjects. If they don't receive instruction in their native language while acquiring English, they'll fall behind academically. The more students know in their first language, the easier it will be to acquire a second.

Should LEP students also receive instruction in English?

Absolutely. The foremost goal of bilingual instruction is for students to become literate in English. The second is to foster their academic achievement, and the third is to promote positive self-image.

How are bilingual programs structured?

Whether it's a pullout or an in-class model, from day one, students receive English as a second language (ESL) instruction: English-language experiences specifically designed for nonnative speakers (including the use of visual clues, modified speech, comprehension checks, face-to-face interaction, and so on). At the same time, they receive grade-appropriate instruction in their native language, comparable in quantity and quality to the school's English program, in core subjects - more when their proficiency in English is lower, and less as it develops. If other children are reading quality thematic literature, writing interactive journals, and using hands-on simulations, LEP students should be doing the same or similar activities in their primary languages.

What can schools with diverse language populations do?

Regardless of the variety of LEP students, a vehicle must be put in place to help all of them progress academically while acquiring English. Schools can do this through the help of tutors or paraprofessionals, or in the case of students who are literate, through primary-language support material.

How long should students remain in bilingual programs?

Most studies point to five to seven years for students to achieve native-like proficiency in listening, reading, writing, and speaking English. Kids may quickly pick up social English on the playground and from television, but bilingual programs aim to help them become literate and ensure academic success.

Are these programs successful?

Over the last decade and a half, repeated case studies of K-6 students have shown that, on achievement tests in the sixth grade, children who receive strong primary language and ESL instruction outperform students who receive English-only instruction. When children grow intellectually by enjoying high-quality, grade-appropriate academic experiences in the primary language - while at the same time becoming literate in English - they tend to do very well.

If you want to know more: National Clearinghouse for Bilingual Education, (800) 321-6223

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