Honors Program Theses


Open Access Honors Program Thesis

First Advisor

Deborah Tidwell


With an academic achievement gap formed between English Language Learners (ELL) and English-dominant students in the United States, this thesis examines the literature on the successes and failures of different types of bilingual educational programs in order to determine which provide students with the highest levels of academic achievement and affective benefits in an effort to alleviate the differences between the majority and minority language status is education. It also investigates the research on effective practice within these bilingual educational programs, focusing on what administrators and teachers can do in order to foster the highest levels of success within their schools. In accordance with the literature reviewed, a dual language program model is selected as being the most academically and affectively successful. The paper then goes on to provide a program model, based on the foundations of the dual language model, which includes recommendations related to guidelines for implementation and practices for teachers and administrators. The paper then concludes with suggestions for future research in the area of bilingual education for ELL students.

Year of Submission



Department of Curriculum and Instruction

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors


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Date Original


Object Description

1 PDF file (71 pages)



File Format