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This paper compares two different programs designed to teach Spanish-speaking English
Language Learners (ELLs). The first, English as a Second Language (ESL), utilizes
English-only instruction to facilitate English acquisition, while the second, Dual
Immersion, provides instruction in both Spanish and English in order to promote comprehension
of curriculum. Based on conceptual arguments in the literature regarding ELLs, I
hypothesize that Dual Immersion programs are at least as effective, and likely more
effective, than ESL programs in promoting the academic and social success of ELLs.
To examine this hypothesis, I conduct a formal literature review of the existing research
on Dual Immersion programs, as well as a case study of an elementary school with both
programs in Siler City, North Carolina. Although the methodology contains limitations,
the evidence is consistent with my original hypothesis.
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