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Article published In:
Issues and Perspectives on Student Diversity and Content-Based Language Education
Edited by Fred Genesee and Diane J. Tedick
[Journal of Immersion and Content-Based Language Education 9:2] 2021
► pp. 164–192
Invited article

The suitability of dual language education for diverse students

An overview of research in Canada and the United States

| McGill University
| San Jose State University

Extensive research has evaluated the effectiveness of dual language (DL) programs in Canada and the U.S. The majority of that research has focused on typically-developing students who represent the majority ethnolinguistic group in the broader community. This article reviews research on the suitability of DL forms of education for students with diverse backgrounds and, in particular, students with personal, familial, or ethnolinguistic characteristics that are often associated with underachievement in school. The review begins by examining research evidence that speaks to young leaners’ capacity for learning more than one language during early stages of development. It then presents evidence from research that has examined the effectiveness of DL forms of education for diverse learners. Extant evidence indicates that young learners have the capacity to learn more than one language without jeopardizing their development and that DL education is suitable and effective for students with diverse characteristics.

Keywords: content-based language instruction, diversity, at-risk students, dual language education
Article outline
  • 1.Introduction
  • 2.Dual language development during the preschool years: A question of capacity
    • 2.1Typically-developing preschool children
    • 2.2Preschool children with developmental disorders
      • 2.2.1Children with developmental language disorder
      • 2.2.2Children with autism spectrum disorder
      • 2.2.3Children with Down Syndrome
    • 2.3Summary
  • 3.Diverse students in dual language programs
    • 3.1Ethnic diversity
      • 3.1.1Dual language programs for ethnically diverse students
        • Immersion programs
        • Developmental bilingual programs
        • Two-Way bilingual programs
        • Indigenous language revitalization programs
      • 3.1.2Ethnically diverse students who speak English
      • 3.1.3Ethnically diverse students who speak a language other than English
      • 3.1.4Immigrant students in French-English DL programs in Canada
    • 3.2Socioeconomic diversity
    • 3.3Children with special education needs
    • 3.4Summary
  • 4.Conclusions
  • Note
  • References
Published online: 5 February 2021
DOI logo
https://doi.org/10.1075/jicb.21001.gen
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