Getting Beyond Polarization of Bilingual Methods

[Harold F. Schiffman]

from the American Daily,
http://www.americandaily.com/article/11380

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 isnt 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 peoples 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 arent 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 theyre based
on. Many studies are poorly done and research methods and designs arent
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
cant 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 wont 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 cant read, how can you
read a prescription, obtain meaningful employment, keep yourself healthy?
Science must inform educational policy and practice.