Exploring Dual Language Immersion to Advance ELs Academic Outcomes

Autor/in	Hageman, Kelly E. Carvajal
Titel	Exploring Dual Language Immersion to Advance ELs Academic Outcomes
Quelle	(2022), (390 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Delaware
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0121-9
Schlagwörter	Hochschulschrift; Dissertation; Bilingual Education; Immersion Programs; Academic Achievement; Outcomes of Education; English Language Learners; English (Second Language); Second Language Learning; Spanish; Pedagogical Content Knowledge; Reading Aloud to Others; Teaching Methods; Literacy Education; Language Teachers; Elementary School Teachers; Delaware + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Schulleistung; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Spanisch; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Within the context of a school district, Dual Language Immersion program (DLI), I wanted to have an impact on the literacy development for all students, specifically ELs in the DLI program. I identified the coherence between Spanish and English language literacy instruction as an area for improvement. I devised a plan to execute a pilot study. My focus was on increasing the pedagogical content knowledge of Spanish DLI teachers, thereby increasing the quality of literacy instructional outcomes for Seaford's DLI and EL student population. The study included a Spanish language arts unit in each grade level for Spanish language Interactive Read Aloud (IRA) lesson plans, paired with professional development and professional learning community initiatives. These IRA lesson plans aimed to introduce consistency in literacy routines across languages, create opportunities for cross-linguistic transfer, increase collaboration between the Spanish language teachers and their English Partner Teachers, and ultimately advance student literacy achievement in both languages. I gathered evidence of how teachers were implementing the Spanish IRA lesson plans, and teacher perceptions of the benefits and challenges during lesson delivery. My study showed that coherence between English language arts curricula and Spanish language arts curricula within DLI is beneficial for both teachers and students, as it increased the frequency and rigor of evidence-based practices in Spanish language arts. Recommendations include adopting an asset-based mindset of multilingual literacy, designing professional learning and resources to support coherence across literacy curricula, and introducing a research-based assessment and data analysis plan for Spanish language arts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01