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Does Bilingual Education Interfere with English‐Language Acquisition?

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  • Dylan Conger

Abstract

Objective. In 1975, the Puerto Rican community successfully sued the New York City Department of Education, mandating the city to provide bilingual education to its Spanish‐speaking English learner (EL) students. The settlement, known as the “Aspira Consent Decree,” has been amended over time to include EL students of all language groups and now requires public schools that have at least 15 students of the same language group in two contiguous grades to offer bilingual education. Yet observational studies of bilingual education classrooms in the city document that Spanish‐speaking EL students may be the only language group that receives native‐language instruction, while students from other language groups who are enrolled in bilingual education primarily receive English instruction. Method. I use this difference in treatment dosage to estimate the effect of bilingual education on the time that it takes students to learn English. Results and Conclusions. Students who enroll in bilingual education classrooms learn English less quickly, but the effect of bilingual education is the same for Spanish‐speaking and other students, implying that negative selection mechanisms are at work.

Suggested Citation

  • Dylan Conger, 2010. "Does Bilingual Education Interfere with English‐Language Acquisition?," Social Science Quarterly, Southwestern Social Science Association, vol. 91(4), pages 1103-1122, December.
    • Handle: RePEc:bla:socsci:v:91:y:2010:i:4:p:1103-1122
    DOI: 10.1111/j.1540-6237.2010.00751.x
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    References listed on IDEAS

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    1. Angrist, Joshua & Chin, Aimee & Godoy, Ricardo, 2008. "Is Spanish-only schooling responsible for the Puerto Rican language gap?," Journal of Development Economics, Elsevier, vol. 85(1-2), pages 105-128, February.
    2. Hoyt Bleakley & Aimee Chin, 2004. "Language Skills and Earnings: Evidence from Childhood Immigrants," The Review of Economics and Statistics, MIT Press, vol. 86(2), pages 481-496, May.
    3. Rebecca Callahan & Lindsey Wilkinson & Chandra Muller, 2008. "School Context and the Effect of ESL Placement on Mexican‐Origin Adolescents' Achievement," Social Science Quarterly, Southwestern Social Science Association, vol. 89(1), pages 177-198, March.
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    Cited by:

    1. Figlio, David & Özek, Umut, 2020. "An extra year to learn English? Early grade retention and the human capital development of English learners," Journal of Public Economics, Elsevier, vol. 186(C).

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