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• W5457729 abstract "A Reply to Nicholas Meier and Stephen Krashen Nicholas Meier and Stephen Krashen, both of whom are employed in California's education system, do an injustice to the state's students in rehashing a battle that has already been settled, Mr. Baker retorts. Nicholas Meier refers to Ann Willig's meta-analysis of my early review, which Meier did not correctly report.1 Willig found bilingual instruction in and Spanish superior to all-English instruction in terms of students' academic performance in Spanish. However, the effect of bilingual education on alone was negative.2 Willig's analysis shows that bilingual education harms learning English. Moreover, Willig erroneously reclassified the only Structured Immersion (SEI) study in her database as a late-exit (LE) bilingual education program. This very effective project in McAllen, Texas, was perhaps the first SEI program in the country. I forgot to include it in my Kappan article among the examples of successful SEI programs, but it also found SEI superior to LE.3 Meier's claim that the argument that little English the problem with many programs is unsubstantiated by any known easily refuted. Willig alone proves him false, as does the SEI research discussed in my article. To reiterate the facts: 1) the only consistent difference between programs labeled SEI, LE and EE (early exit) the amount of classroom time taught in English; 2) after a point, the less that used, the less that learned. Too much classroom use of Spanish harms learning English.4 Meier's assertion that Canadian Immersion not wholly false. I created structured immersion in 1980 to encompass the second-language pedagogy common to both Canadian Immersion and SEI.5 By definition, Canadian French Immersion an example of immersion. The other, incidental features of teaching French to English-speaking students in Quebec, which Meier cites, are irrelevant to teaching to Hispanics in the U.S.6 In his study David Ramirez included SEI and EE students in grades K- 3.7 He collected no data on these students from grades 4 through 6. The data Meier claims I did not report do not exist. I left their gains from grades 4 through 6 because they are not known; they exist only in Meier's imagination. As for the continued progress of the initially poor-performing LE students, their progress in later elementary grades best interpreted as catching up, closing the performance gap caused by too little initial instruction in English. As their teachers used more in the later years, these students made more progress in English, which confirms my conclusion that too little at school a dangerous thing. Meier also wrong in saying that my conclusions are exactly the opposite of those of Ramirez. The supposed success of LE students in the later grades occurred in only one LE program. All the rest of the LE programs stopped making gains compared to the norm and even lost ground. Ramirez called attention to this anomaly in order to point out that LE programs must pay careful attention to the transition to the mainstream.8 Another way of putting it that, even after four or five years in school, LE students, unlike EE and SEI students, still haven't learned enough to succeed in the mainstream. I am bemused by Meier's insinuation that I did not read the Ramirez study. I designed that study, I hired Ramirez to conduct it, and I directed the study for six years. I have read every report from that study, except the original final report, which the U.S. Department of Education refuses to release.9 I read 16 reports from that study that Meier doesn't even know exist because they were confidential reports to each of the participating school districts. Ramirez and his staff wrote them, I critiqued and later approved them, and then we sent them to the districts, keeping no copies in the Department of Education files. …" @default.
• W5457729 created "2016-06-24" @default.
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• W5457729 date "1999-05-01" @default.
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• W5457729 title "How Can We Best Serve LEP Students" @default.
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