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Sources of Evidence on Student Achievement in Northern Territory Bilingual Education Programs

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History of Bilingual Education in the Northern Territory

Part of the book series: Language Policy ((LAPO,volume 12))

Abstract

The task of this chapter to consider how academic achievement in bilingual programs has been measured in the Northern Territory (NT). Particular attention is paid to relevant research projects, critical reviews of the relevant literature, external test results and Department of Education accreditation reports. Although some evidence of program effectiveness is available, it is fairly sparse, and not all of it warrants a high strength rating. Even so, it is not justifiable to claim, as some in positions of authority have done in recent years, that such evidence does not exist. There are datasets available to justify the claim that bilingual education programs can achieve better results and attract higher attendance than English-only approaches in similarly remote NT community schools.

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Authors and Affiliations

  1. Charles Darwin University, Casuarina, Australia

    Brian Devlin

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  1. Brian Devlin
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Correspondence to Brian Devlin .

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Editors and Affiliations

  1. Charles Darwin University, Darwin, Northern Territory, Australia

    Brian Clive Devlin

  2. Charles Darwin University, Alice Springs, Northern Territory, Australia

    Samantha Disbray

  3. Charles Darwin University, Darwin, Northern Territory, Australia

    Nancy Regine Friedman Devlin

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Devlin, B. (2017). Sources of Evidence on Student Achievement in Northern Territory Bilingual Education Programs. In: Devlin, B., Disbray, S., Devlin, N. (eds) History of Bilingual Education in the Northern Territory. Language Policy, vol 12. Springer, Singapore. https://doi.org/10.1007/978-981-10-2078-0_16

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  • DOI: https://doi.org/10.1007/978-981-10-2078-0_16

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