Download or read book The Effects of Two way Immersion Program Access and Participation on Students English Proficiency and English and Spanish Reading Skill Development written by Diana Serrano and published by . This book was released on 2019 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growth of English language learners (ELLs) in the United States public schools, the debate continues among policymakers and educators regarding the best instructional approach to meet the educational and language needs of ELLs. The lack of rigorously designed research to test the impact of the use of a student’s native language limits our understanding of the long-term impacts of native language use on academic outcomes. Stakeholders should consider this dissertations’ findings in the context of the broader literature which shows that the benefits of bilingual education tend not to appear until the late elementary school grades. Although granting access to and participating in the two-way immersion program appear to have an adverse effect on English reading and writing skills, it may be too early in the program to determine the long-term effects. In response to the growing population of English language learners, TWI programs are quickly proliferating across the United States and are the only bilingual model that fully integrates English language learners and non-English language learners. While some empirical evidence has shown that students in bilingual education programs can maintain and develop their first language, at no apparent cost to English language development, the findings of this dissertation paint a more complex picture. Plausible explanations for the findings and how they differ from previous research, as well as recommendations for future research, are discussed in each study.
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Download or read book A Literacy Profile of Majority language Dual immersion Participants written by Jeanne Sinclair and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis establishes a numerical profile of native English-speaking students' literacy in a Spanish-English two-way dual language immersion program, based on state assessment data (STAAR). This is a relevant area for research because such programs are increasingly common, and yet there are relatively few investigations focusing on this group's literacy. The subjects are third-, fourth-, and fifth-grade students in a Central Texas school district. A two-way immersion (TWI) program is a type of bilingual education program that integrates children from diverse language backgrounds and provides academic instruction in two languages. In this case, the curriculum is taught in Spanish and English. Approximately half of the students in these TWI programs is classified as English Language Learners/Limited English Proficient (ELL/LEP), which indicates that their primary language is one other than English and that through norm-referenced tests they demonstrate to not have acquired English language abilities commensurate with their age or grade level. The other half of the students participating in this TWI program is non-ELL/LEP, meaning that their home language is English (also known as majority language speakers). I analyze the non-ELL/LEP students' scores on the State of Texas Assessment of Academic Readiness (STAAR) reading tests, and compare with ELL/LEP students in the same program, as well as grade-level peers in monolingual (English-only) settings. I also investigate data trends related to socioeconomic status.
Download or read book A Study of the Effects of Bilingual and Structured English Immersion Programs on the Oral English and Literacy Development of Students Learning English as a Second Language written by Danny Lee Wood and published by . This book was released on 2014 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study had two purposes: (1) to compare two different English language learner (ELL) programs--transitional bilingual education (TBE) programs and transitional structured English immersion (SEI) programs--to identify which, if either, was superior in facilitating English language acquisition; and (2) to identify the relationship between English oral proficiency and English literacy proficiency. To answer these questions, this study analyzed English proficiency scores from the California English Language Development Test (CELDT) from a large school district in California from 2002 - 2007. The CELDT is an instrument that was aligned with the English Language Development (ELD) standards of California and first administered in 2001 to measure English language proficiency. The CELDT provided measurements in three English skill scales: oral (listening and speaking), reading, and writing. The CELDT also produced a composite overall English proficiency score from the combined performance scale scores. The students in the study were primarily Hispanic (98.26%) native Spanish speakers (99%) from lower socioeconomic backgrounds (91.4%). Of the 2,731 students whose scores were analyzed, 1,196 (44%) were in their respective SEI or TBE programs the entire 6-year period of the study. For the program comparisons, there were four groups of students: (a) students who were in transitional bilingual programs for the entire length of the study, (b) students who were in transitional bilingual programs for various lengths of time before transferring to SEI programs, (c) students who were in the SEI program for the entire length of the study, and (d) students who were in the SEI program for various lengths of time before transferring to other programs or schools. The bilingual and SEI programs in this study were analyzed in four different ways: raw CELDT score means, CELDT proficiency levels, CELDT highest scorers, and the comparison of oral to literacy skills. When CELDT means were compared, the SEI groups performed slightly better throughout the study period over all. However, the bilingual students narrowed the scoring gap each year across all skill areas, and in the case of oral skills, one of the bilingual groups scored higher than both SEI groups in 2007. When CELDT overall and oral proficiency levels were compared, all groups finished in the same level by grade four (2006) for overall proficiency, and were the same for oral proficiency by grade five (except for the higher bilingual score just mentioned). By 2007, while SEI students slightly outperformed bilingual students each year, the proficiency scores for reading and writing were close between both programs. When scores were calculated for the percentage of students that scored at the highest levels between the groups, the SEI scores were almost always the highest. However, bilingual students out performed SEI students in 2007 on CELDT and academic measures.
Download or read book The Effects of Dual Language Programs on the Student Achievement of English Learners written by Ignacio Reyes and published by . This book was released on 2014 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The nation's increasing Spanish speaking population with limited English proficiency poses a challenge to the educational system. Educational policy and practice are influenced by conflicting interpretations of research causing opposing opinions about language of instruction for English language Learners. After many years of research, there is no conclusive evidence on which method better serves English Learners towards English language proficiency. This study compared the achievement of English Learners who participated in a dual language program with English Learners who participated in a traditional classroom program. CST scores in English language arts were analyzed to compare academic progress, to determine which instructional approach better serves this student population in pursuing academic English language proficiency. The results suggest that English Learners who participated in the Dual Language Academy showed greater achievement than the English Learners who did not participate. These findings are congruent with bilingual education advocates asserting that English Learners' performance in these types of programs is better than, or at least as good as English Learners' performance in programs conducted only in English.
Download or read book Understanding the Language Development and Early Education of Hispanic Children written by Eugene E. García and published by Teachers College Press. This book was released on 2012-06-11 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young Hispanic children are the largest and fastest growing ethnic minority population in the United States, representing diverse racial, linguistic, and cultural backgrounds. Educational skills and achievement lag significantly for this population creating an unacceptable achievement gap at the beginning of kindergarten that grows even further by the end of third grade. What can we learn from the empirical literature, theory, programs, and policies associated with language and early learning for young Hispanics? What are the home and school factors important to differences in early cognitive development and educational well-being? In this timely collaboration, a renowned researcher and a seasoned practitioner explore these questions with a focus on specific instructional interventions that are associated with reducing the achievement gap for young Hispanic children. Chapters emphasize educational practices, including teacher competencies, instructional strategies, curricular content, parent involvement, and related policy. The text includes teacher-friendly artifacts, instructional organizers, and lesson descriptions.
Download or read book The Role of Experience in Children s Language Development A Cultural Perspective written by Priya Shimpi and published by Frontiers Media SA. This book was released on 2022-12-02 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Are Two way Immersion Programs Effective for English Language Learners written by Tania Marie Gleason and published by . This book was released on 2014 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: There are two camps of thought on the early education of English Language Learners (ELLs) in the United States: i) They should be taught primarily in their native language with a gradual increase in the amount of English in their curriculum over the course of Kindergarten through 5th grade, or ii) They should be fully immersed in English immediately, with only ancillary support in their native language for particularly difficult academic concepts. When California voters passed Proposition 227 in 1998 they effectively agreed with the latter theory and banned bilingual education in public elementary schools for children who are not yet proficient in English. This thesis investigates the apparent effectiveness of Two-Way Spanish Immersion in English language acquisition by analyzing aggregate results of samples taken from two distinct populations of Public Elementary Schools in California: schools that are exclusively Two-Way Spanish Immersion (>50% of their curriculum is taught in Spanish), and schools that are exclusively Structured English Immersion and/or English Language Mainstream. This analysis uses a sampling design that controls for confounding factors such as income and parent education level.
Download or read book The Perceptions of the Influence of a 90 10 Two Way Dual Language Program on the Reading Achievement of Native English speaking Dual Language Learners in Grades K 5 written by Beatriz Bianca Shaughnessy and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to determine the perceptions of administrators, dual language teachers, and parents of native English speakers on the reading achievement of native English-speaking students in grades K-5 who are receiving initial reading instruction in Spanish in a 90:10 dual language program. The second language acquisition and cultural capital theories were used to frame the perspectives of the three groups of participants. A purposive sample of the three groups of participants (administrators, dual language teachers, and parents) were interviewed and field notes were collected. A constant comparative method was used to analyze the data. Conceptual categories emerged from the analysis of the data and these categories were then sorted into four emergent themes. The four emergent themes were being bilingual provides a rich array of future opportunities both socially and academically, prime importance to remain true to essential components of dual language programs, critical need for data checkpoints both in language and literacy development, and significant importance of ongoing professional learning (PL) for all stakeholders involved. The findings indicated there were similarities among the three groups of participants in regard to their perceptions on the need for native English speakers to be provided with more opportunities for instruction in vocabulary and comprehension.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Profiles in Two way Immersion Education written by and published by Delta Publishing. This book was released on 1997 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Consistency of Program Participation in a Dual Language Program on Reading written by Lucrecia Alanís and published by . This book was released on 2006 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of the correlation between elementary Spanish speaking children's participation in a dual language program and their performance on Texas Assessment of Knowledge and Skills (TAKS) reading release test in English and Spanish. This study was conducted at an elementary school in Brownsville, Texas. The elementary school in Brownsville at which this research was conducted remains anonymous and has been assigned the pseudonym "Moon Elementary" by the author.
Download or read book Measuring Language Acquisition of Students in a Dual Immersion Program Versus Their Mainstream Classroom Peers written by Sara Stephan and published by . This book was released on 2012 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: Will participation in a Dual-Immersion program increase students English language literacy compared to their mainstream classroom peers? Literacy scores on the DIBELS and WIDA Access were assessed over two years for 144 students to see if English Language Learners (ELL) are having more success in English literacy acquisition than their mainstream classroom ELL peers and English natives in the Dual-Immersion program compared to their mainstream classroom peers. During the two years students in the Dual-Immersion program were taught half of their day in Spanish and half in English. Their mainstream classroom peers were taught completely in English. For the class of 2021 there is no pretreatment difference for any groups except for Dual ELL compared to Dual English natives, for PSF p = 0.020 and WUF p = 0.000. For the class of 2022 there was no pretreatment difference between any groups except for Dual ELL compared to Dual English natives, Dual ELL students were behind their native English speaking peers on every assessment on the DIBELS. For both the class of 2021 and 2022 there were no consistent significant differences between classes except for Dual ELL compared to Dual English natives. For the class of 2021 on post treatment assessment there was still significant difference in PSF p = 0.027 and WUF p = 0.002. For the class of 2022 pretreatment assessment showed significant difference on every assessment piece of DIBELS; in post treatment assessment there was still significant difference in ISF p = 0.004, LNF p=0.026, PSF p = 0.044, WUF p = 0.001 and ORF p = 0.024. Based on the results the Dual Immersion program is showing successful because there are not significant differences across grade levels. It is however, not decreasing the gap between ELL and English natives within the Dual Immersion program.
Download or read book Dual Language Instruction written by Nancy Cloud and published by . This book was released on 2000 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual Language Instruction: A Handbook for Enriched Education is an ideal professional reference title for those interested in teaching ESL, foreign language, and bilingual programs. It is a resource guide for implementing, evaluating, administering, and maintaining dual language instruction programs.
Download or read book Why Always Has to be English in this Class written by Désirée Hood Pointer Mace and published by . This book was released on 1996 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study on Supporting the Literacy Development of Spanish Language Learners in a Dual Language Immersion Program written by Megan Allen and published by . This book was released on 2016 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explores how language acquisition affects literacy development for elementary-aged children learning to first read in a second language. Dual language immersion programs are growing across the United States, and while there is considerable research on how this model benefits children of minority languages who first learn to read in their native language, there is little research on how to support native English speaking children in dual language programs who struggle as they learn a new language while simultaneously having to first learn to read in the target language. This study reviews literature on how to best instruct children who are concurrently acquiring literacy and language in order to develop an instructional plan to provide additional targeted literacy support for a small group of first grade Spanish language learners in a dual language immersion program. The literature review focuses on these themes: all students can benefit from language immersion programs; second language reading acquisition as it relates to oral language proficiency, word recognition skills, and vocabulary development; biliteracy and the transfer of skills between L1 and L2; and strategies to support struggling readers in immersion programs. By providing an extra literacy group in Spanish focused on oral language development, vocabulary, and language structures in grade-level texts, the researcher hopes to see growth in the oral language development and text reading level of the focus students.
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
