Why might ELLs in an additive bilingual program demonstrate improved academic performance?

The improvement in academic performance among English Language Learners (ELLs) in an additive bilingual program is largely attributed to the development of their first language (L1), which supports and enhances their acquisition of the second language (L2), English in this case. In such programs, students are encouraged to maintain and develop their native language while also learning English. This dual-focus approach allows them to build strong cognitive and academic skills in both languages.

Research has shown that proficiency in one's first language contributes positively to mastering a second language. When ELLs are allowed to use and develop their L1, they can transfer cognitive skills, concepts, and academic knowledge from one language to another. This transfer helps them to better understand and engage with content in English, ultimately leading to improved performance in academics.

Furthermore, additive bilingual programs often foster a supportive environment where students feel valued for their language and culture, which can enhance motivation and engagement in their learning processes.