Studies from other countries give results that are very consistent with those from the United States. Children in well-organized bilingual programs acquire as much of the second language as those in "immersion" programs or more. Studies confirming this have been done with Turkish and Urdu speaking children in Norway, Punjabi speaking children in England, Turkish and Arabic speaking children in the Netherlands, Finnish-speaking children in Sweden, Gapapuyngu speaking children in Australia, and Tzeltal and Tzotzil speaking children in Mexico (Krashen, 1999a).

Rossell and Baker (1996) have also reviewed the research on bilingual education but have concluded that bilingual programs are not as effective as all-English immersion programs. Their review, however, inappropriately excluded a number of valid studies, and inappropriately included studies that were not valid comparisons, such as comparisons of different types of Canadian Immersion programs. Some of the programs they labeled "immersion" were, in fact, bilingual programs. (Krashen, 1966,1999b).

Even so, Rossell and Baker conclude that "additional, methodologically sound research needs to be conducted in order for the courts and policymakers to make intelligent decisions" (p. 39) and that "we are struck by how small the differences are ... between programs with very different amounts of English instruction" (p. 43). The Rossell and Baker review is by far the most negative review of bilingual education published; in fact, it is the only one I know of that claims that all-English alternatives are better. It concludes, however, that differences are not huge and that more research is necessary in order to make "intelligent decisions."

Clearly, the published research is not consistent with claims that dropping bilingual education causes scores to "skyrocket" and does not support movements to dismantle bilingual education.

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