Dos Métodos: Two Classroom Language Models in Head Start

This study examined the outcomes for two models of language teaching in Head Start and Migrant Head Start. The first approach, English with home language support (EHLS), uses English as the main language of instruction and provides additional support for English Language Learners (e.g., translation, labeling, etc.). The second approach, dual language learning, intentionally and systematically uses English and a home language in equal measures in the classroom. To compare the efficacy of these approaches, the author analyzed data from 153 classrooms in California and Florida. Results suggest the dual language method is associated with improved proficiency in both English and the home language (in this case, Spanish). Another key finding was the impact of classroom organization. Regardless of the model, classrooms with lower levels of organization were associated with reduced development of both languages. For this reason, the author argues that teachers in Head Start and Migrant Head Start programs need much more professional development. In particular, the report concludes that teachers working in EHLS classrooms may not be fully prepared to help dual language learners develop their language skills in both languages. The author cautions that the analysis was based on self-reporting on the part of teachers and program administrators, and that future work should focus on third-party verification of the efficacy of various models. (Erik Jacobson, Montclair State University)

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