The effects of structured English immersion and primary language instruction on English language learners: difference in students [sic] academic achievement and levels of English language proficiency

Research has focused on the need to ensure the full participation of students identified as English Language Learners in effective instructional programs, that can produce measurably better outcomes in academic achievement and develop high levels ofEnglish proficiency. The intent of this study was to compare the test results ofEnglish Language Learner students educated in two instructional models, and then to evaluate the efficacy ofeach model based on these results. The data taken from a large representative sample ofEnglish Language Learners, was analyzed using the SAT-9 and the California English Language Development Test as a measure ofstudents' academic ability and English proficiency. The findings revealed some differences between the two instructional programs, based on the students' achievement levels. Clearly, additional inquiry and investigation would be necessary to provide a further in-depth analysis ofthis area