Gomez and Gomez Dual Language Enrichment Model: Is It Keeping the Promise for ELLs?
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The number of school-aged children in the United States (U.S.) who spoke a language other than English at home rose from 4.7 to 11.2 million between 1980 to 2009 (U.S. Department of Education, National Center for Education Statistics, 2009-10). By 2015, it is estimated that enrollment of English Language Learners (ELLs) in U.S. schools will reach ten million and, by 2025, nearly one out of every four public school students will be an ELL (U.S. Department of Education, National Center for Education Statistics, 2009-10). The population of ELLs in the nation continues to grow. According to Thomas and Collier (1997) it is estimated that 40% of the United States school aged population will be ELLs by 2030. Even with the growing number of ELLs in U.S. public schools, many educational policymakers view the acquisition of a second language as being a nonessential (Roekel D. V., 2008). However, others point out that dual language instructional models can be a powerful intervention for closing the achievement gap for ELLs, and that they enhance outcomes for both ELLs and English native speakers (Collier Thomas & Collier, 2003; Collier & Thomas, 2004). The purpose of this study was to examine the language and reading proficiency levels in English and Spanish for a group of ELLs instructed for five years using the Gomez and Gomez Dual Language Enrichment Model (GGDLE). Student achievement data are described through multiple measures such as, the Woodcock-Munoz Language Survey assessment, Texas English Language Proficiency assessment, and the State of Texas Assessment of Academic Readiness. Teacher perceptions of necessary leadership program support structures are also examined using teacher perception surveys. This research provides an examination of student achievement data from a cohort of students who have been instructed using this model for five years coupled with teacher perception data to provide an in-depth examination and description of program implementation. Student achievement data were examined and teacher perception data were analyzed using frequency distribution tables, average ratings, and percentages to draw conclusions about leadership support and structures on the sampled campus. Results of this study indicate that a group of students instructed using the Gomez and Gomez Dual Language model generally were not bilingual or biliterate after five years of instruction using the model. Teacher perception data, however, were favorable regarding leadership support.