Dolson and Mayer 1992

Dolson, David P., and Jan Mayer. 1992. "Longitudinal study of three program models for language-minority students: A critical examination of reported findings." Bilingual Research Journal.

Examines reported findings and corresponding implications of the national investigation. Longitudinal Study of Immersion Strategy, Early-exit, and Late-exit Transitional Bilingual Education Programs for Language-minority Children was commissioned by the US Department of Education in 1983 and completed in 1991. Intends to assist policy makers and practitioners in identifying key outcomes of the study and to understand outcomes within the context of other related research on language minority education (page 105).

Compares effectiveness of two alternative program models with the one claimed to be most typically funded through the federal Bilingual Education Act. This is the structured English immersion and late-exit transitional bilingual education versus the early-exit transitional bilingual education program. In discussing new programs, states the more promising for the United States is the bilingual immersion approach. With this approach, language-minority students initially receive subject matter instruction through the medium of their mother tongue while language-majority students (English speakers) receive the core curriculum mostly through their L2.

• Bibliography module: Dolson and Mayer 1992
• In overview module: Bibliography (Literacy): D
• In modular book: Bibliography (Literacy), by Doris Gallemore, Trudi C. Hunt, Jeanne Swanson, and Stephen L. Walter
• In document collection: Reference materials
• In bookshelf: Literacy

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