Language Retention Amongst Alumni of Bilingual Education Programs in U.S. Public Schools

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2020
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Swarthmore College. Dept. of Linguistics
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en
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Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
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Abstract
Access to bilingual education has been a contentious political subject throughout United States history, despite significant evidence of the cognitive, psychological, cultural, academic, professional, and communicative benefits of bilingualism. While much of the existing research largely focus on the experiences and linguistic proficiencies of students in bilingual education, there is a lack of research on the relationship between bilingual education and language retention. This thesis uses qualitative surveys of alumni of bilingual and monolingual education programs to evaluate the relationship between bilingual education and language retention, and proposes that both bilingual education and continued language use in a variety of contexts are predictive factors for strong language retention post-K-12 education for alumni of United States public schools.
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