A Comparative Study of Motivational Orientation of Elementary School English Learners in a Dual Language Immersion Program and a Transitional Bilingual Education Program

Autor/in	Ma, Elizabeth C.
Titel	A Comparative Study of Motivational Orientation of Elementary School English Learners in a Dual Language Immersion Program and a Transitional Bilingual Education Program
Quelle	(2010), (178 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1244-1476-8
Schlagwörter	Hochschulschrift; Dissertation; Comparative Analysis; Student Motivation; Elementary School Students; English (Second Language); Second Language Learning; Immersion Programs; Bilingual Education; Self Efficacy; Grammar; Grouping (Instructional Purposes); Personal Autonomy; Decision Making; Time Management; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Immersionsprogramm; Bilingual teaching; Bilingualer Unterricht; Self-efficacy; Selbstwirksamkeit; Grammatik; Grouping; Gruppenbildung; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Zeitmanagement; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program. These programs were chosen for several reasons. First, comparative studies on the various variables and constructs relating to English Learners in these two instructional models are not abundant. Second, various studies from Thomas and Collier (2002), Klesmer (1994), Ramirez et al (1991), Cummins (1981) concluded that Dual Language Immersion students had higher academic achievement. Thirdly, the question of whether the additive and subtractive models associate with different motivational outcomes for English Learners has not been adequately addressed. The result showed significant differences in DL students attributed higher task values to English language arts and reported higher self-efficacy in English grammar than those in the TBE Program. Second, DL teachers considered students' needs and cultures when lesson planning. Third, DL teachers used grouping much more. Fourth, DL teachers were more willing to allow students to have more autonomy, authority and were more flexible in decision-making and planning and in the use of time as outlined by the TARGET protocol. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10