Argues for dual-language programs as the best model for educating English language learners (ELL) students. Research suggests that transitioning to English too early may harm students’ long-term language capabilities. Children taught in English-only classrooms or placed in English-only instruction before they master their parents’ language frequently never become fluent in English. Students who receive instruction in their home languages and English both fare better. No ELL model, however, will fit all ELL children since a child’s ease of learning English will vary based on the language spoken at home, socioeconomic circumstances, prior exposure to English, circumstances surrounding the family’s immigration, and the family’s particular values and customs. ELL programs need to adapt to accommodate individual differences.
