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Relevant bibliographies by topics / Dual language immersion

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Academic literature on the topic 'Dual language immersion'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Dual language immersion"

1

Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review 67, no. 3 (1997): 391–430. http://dx.doi.org/10.17763/haer.67.3.n5q175qp86120948.

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Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.

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Xu, Nuo. "Mandarin Chinese dual language immersion programs." Bilingual Research Journal 44, no. 1 (2021): 144–49. http://dx.doi.org/10.1080/15235882.2021.1923587.

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Watzinger-Tharp, Johanna, Fernando Rubio, and Douglas S. Tharp. "Linguistic performance of dual language immersion students." Foreign Language Annals 51, no. 3 (2018): 575–95. http://dx.doi.org/10.1111/flan.12354.

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Maluch, Jessica Tsimprea. "Language and identity in a dual immersion school." International Journal of Multilingualism 13, no. 3 (2016): 383–85. http://dx.doi.org/10.1080/14790718.2016.1185828.

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Brannon, Lee Anne. "Dual-Language Immersion Programs: Rewriting the Literacy Narrative." Kappa Delta Pi Record 55, no. 3 (2019): 118–23. http://dx.doi.org/10.1080/00228958.2019.1622378.

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Watzinger-Tharp, Johanna, Kristin Swenson, and Zachary Mayne. "Academic achievement of students in dual language immersion." International Journal of Bilingual Education and Bilingualism 21, no. 8 (2016): 913–28. http://dx.doi.org/10.1080/13670050.2016.1214675.

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Amanti, Cathy. "Is native-speakerism impacting the Dual Language Immersion teacher shortage?" Multilingua 38, no. 6 (2019): 675–86. http://dx.doi.org/10.1515/multi-2018-0011.

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Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.

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Coyoca, Anne Marie, and Jin Sook Lee. "A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms." Bilingual Research Journal 32, no. 3 (2009): 260–79. http://dx.doi.org/10.1080/15235880903372837.

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WATZINGER–THARP, JOHANNA, DOUGLAS S. THARP, and FERNANDO RUBIO. "Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program." Modern Language Journal 105, no. 1 (2021): 194–217. http://dx.doi.org/10.1111/modl.12694.

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KALIA, VRINDA, M. PAULA DANERI, and MAKEBA PARRAMORE WILBOURN. "Relations between vocabulary and executive functions in Spanish–English dual language learners." Bilingualism: Language and Cognition 22, no. 1 (2017): 1–14. http://dx.doi.org/10.1017/s1366728917000463.

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The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

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Dissertations / Theses on the topic "Dual language immersion"

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Ballinger, Susan. "Oral language use in dual immersion classrooms." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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Fuller, Carrie Ann. "Leading Dual Language Immersion in Catholic Elementary Schools." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107900.

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Thesis advisor: Lauri Johnson<br>While the academic and social success of two-way immersion programs in the public school sector is widely documented, little research has been conducted on how US Catholic school leaders have managed this whole school reform. Through an exploratory case study, the motivations and perceptions of 28 Catholic school administrators and change agents/key informants (including teachers, assistant/vice principals, board members, and consultants) from ten Catholic elementary schools were interviewed regarding the conversion to a dual language immersion model. Findings considered how Hargreaves and Fullan’s (2012) concept of professional capital and Grace’s (2002; 2010) notion of spiritual capital contributed to the leaders’ capacity to meet the school’s change needs. Most schools began with limited resources and knowledge about the technical aspects of dual language immersion, but made use of key local and national social networks as well as drew upon their own biographies and Catholic vision to increase enrollment and engender professional learning among faculty. Implications for future research and practice include attention to the nuances of academic excellence and the complex language history of Catholic schools. The study concludes with recommendations for Catholic school principals<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Di, Stefano Marialuisa. "Understanding How Emergent Bilinguals Bridge Belonging and Languages in Dual Language Immersion Settings." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6261.

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The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process emphasize the sense of belonging and language practices as main components of students’ hybrid and fluid identities. This research contributes to the field of identity development and DLI studies in terms of knowledge, policy, and practices. In particular, the findings of this study: (a) increase our knowledge of students’ multiple identities development in DLI settings; (b) impact policy implementation in elementary schools; and (c) reveal classroom strategies and successful instructions in elementary education.

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McGrath, Melanie Dawn. "An administrator's guide to implementing effective dual immersion programs." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3191.

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This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

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Morehouse, Daniel A. "Teacher Perceptions of Dual-Immersion in Arizona's English-Only Language Environment." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620337.

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<p> Seventeen years after the passage of Arizona’s English-only education mandate, a growing number of schools in the state have implemented dual-language programs. Although Arizona’s English Learners lack access to public education in their heritage languages, the emergence of these programs signals hope for an expansion of these students’ options. This mixed-method study assessed the perceptions of “dual-immersion” teachers—who are members of a professional development consortium in Maricopa County, Arizona—towards their program and its overall role in serving all students in their classrooms. Using Bronfenbrenner’s Ecological systems model as an interpretive framework, this study examined interview and survey data in order to develop an understanding of how the systems’ environment affects teacher’ beliefs and perceptions. Key findings included dual-immersion teachers’ lack of agency in affecting language policy, the need for instructional materials, the positive impact of team learning facilitated by leaders, an economic or practical rationale for programs’ existence, and teachers’ beliefs in the abilities of English Learners to succeed in the dual-immersion classroom. Understanding how dual-immersion teachers position themselves towards their programs and students offers educational leaders insight into promoting an expansion of program options to underserved students in the state. Future research directed at teachers in Mandarin and French schools in the state could provide new information or reinforce existing themes uncovered during the research.</p><p>

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Apodaca, Monica Sophia. "Dual language educators: Tambien tenemos sentimientos." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3338.

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The purpose of this study will show that teaching is a career that involves a relatively high degree of stress. Without the proper coping skills or strategies, educators can face the risk of burn-out. This study will provide a qualitative and quantitative look into the professions of a group of dual language educators, offering suggestions and insights into the stressors unique to this group of educators.

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Andersen, Aaron W. "Parent Reasons for Enrollment at One Dual-Language Chinese Immersion Elementary School Program." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4126.

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While foreign language immersion programs have been increasing in number and popularity throughout the United States, their growth in the state of Utah has been particularly dramatic. Utah contains more foreign language immersion programs than any other state and is home to one-fourth of the nation's elementary school Chinese immersion programs. This descriptive study explored the reasons why parents of children enrolled in Utah's Long Hill Elementary School Chinese Immersion program chose to enroll their child. Long Hill Elementary's Chinese Immersion program is 4 years old, with over 200 children enrolled across 4 grade levels. A household survey was developed, distributed, and collected to gather data on parents' demographic and background characteristics, reasons for enrollment, and attitudes towards several statements about language learning. The survey had a 45% return rate, and more mothers than fathers filled out the survey. Survey responses revealed that the parents of children in Long Hill's Chinese program are pre-dominantly Caucasian, bilingual, holders of undergraduate or advanced university degrees, and have high incomes. When asked to explain their reasons for enrollment, parents listed factors that were Chinese-specific, including future career and educational opportunities, the growing importance of China, and the desire to preserve a heritage language. They also expressed many non-Chinese specific factors, such as the cognitive benefits of learning a second language, the desire for a challenging academic experience, as well as the belief that learning a second language would make their child more multicultural. A closer look at the differences between parents of different ethnicities, income levels, and language backgrounds suggests that this Chinese immersion program serves different purposes to different subgroups of parents. It acts as a magnet to parents outside of the school boundaries who have a specific interest in the Chinese language. However, parents inside the school boundaries more frequently (p ≤ .05) cited non-Chinese specific factors, viewing immersion as providing a more rigorous academic experience and cognitive benefits that would transfer to other school subjects. Findings from this study can inform efforts to establish successful immersion programs around the country.

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Call, Andrea. "Participation in Dual Language Immersion Programs: Using Theory of Planned Behavior to Predict Enrollment." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5276.

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Ajzen’s theory of planned behavior (TPB) has been used to help predict and explain human behavior in specific situations. According to the TPB model, behavior is based on behavioral intention and the three determinants to behavioral intention include attitudes, subjective norms and perceived behavioral control. According to TPB, perceived behavioral control moderates the effect of behavioral intentions on behavior. Previous research has focused on the application of TPB to health behaviors, although some research has been done in educational situations. In addition, dual language immersion (DLI) programs are increasing in popularity, particularly in Utah. The Utah model begins in first grade, and follows a 50/50 model. Because of its researched based program, Utah has become a recognized leader in the field of DLI through its focus on sufficient instruction time, active cognitive engagement, motivation, continuity of learning, and cultural interaction. However, little is known about the factors that motivate parents to enroll their children in DLI. The current study uses longitudinal survey methodology to evaluate how the TPB applies to parents’ intentions and behavior of enrollment in DLI (N = 74). Approximately one third of participants took steps towards enrollment. Results indicate that parental attitudes significantly influenced behavioral intentions to enroll. In addition, for every one-unit increase in behavioral intentions, there was a 2.78 greater likelihood in enrollment. Limitations of sample size and difficulties of recruitment are discussed. Implications of the findings and areas for future research are also presented.

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Courtright, Hilaria Teresa. "Lesson Planning in Different Instructional Contexts: Dual Language, Transitional Bilingual, and Structured English Immersion." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579260.

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Bilingual education is one of the most divided, highly researched and discussed topics in the United States today. While individuals may have their own opinions as to what bilingual education program they believe works best for English language learners, something that many forget to consider is the fact that any program can be a success or a complete failure, depending on the effort of its implementation. The topic of my thesis is to provide teachers with considerations for lesson planning in three types of bilingual programs or classrooms: dual language, transitional bilingual, and Structured English Immersion (SEI) programs. What I chose to focus on is not what program works "best" based on extensive research and theory, but on what teachers can do in each of the three language program settings to make it work best for their students, which is the ultimate goal.

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Ceron, Paul M. "An examination of Spanish language achievement, use, and attitudes in a dual immersion setting." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

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<p> The education of English Learners in the United States is an urgent matter that merits the attention and, more importantly, action from the educational and academic communities. A long history of oppression of non-English speaking peoples echoes in the consistently low academic achievement results of students identified as English Learners and economically disadvantaged. The benefits of dual immersion programs in closing the achievement gap and producing students with proficiency in English have been documented and supported through years of research and analyses. However, neither political leaders nor the research community have focused sufficient attention on Spanish language outcomes, in regard to language development and academic achievement. In a political context where new federal policy, Every Student Succeeds Act of 2016 (ESSA), and the California educational policy known as the LEARN initiative (Lara, 2016), allow for more local control of funds and programs for underserved student subgroups, including English Learners, it is more important than ever to explore and critically analyze programs that have the potential to meet these students’ academic and cultural needs. </p><p> The intent of this mixed-methods case study was to examine the Spanish language achievement, classroom use, and language attitudes of 4th and 5th grade students and their teachers in a dual immersion setting in a large urban school district in Southern California. Through classroom observations and participant interviews, qualitative data was analyzed to explore the implementation of dual immersion at three elementary school sites. Quantitative analysis of Spanish language assessment results in reading and mathematics from four dual immersion elementary sites allowed for the exploration and description of students’ Spanish language achievement within the district.</p><p> The findings from this case study included lower Spanish achievement outcomes for Spanish-speaking English Learners and economically disadvantaged students in comparison to English proficient and economically advantaged classmates. Classroom observations during Spanish instruction and participant interviews revealed significant differences in program implementation and support at each school site. Alarming achievement outcomes combined with qualitative findings highlight the need for more research on dual immersion programs that focus on Spanish language development and qualitative data collection and analysis. Study findings and recommendations highlight the need for specialized training for district and school leadership as well as school-wide faculty and staff where dual immersion programs are implemented.</p>

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Books on the topic "Dual language immersion"

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Kimbrough, Ted D. Dual language immersion program models, elementary school. Board of Education, 1991.

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Tedick, Diane J., and Roy Lyster. Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319.

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POTOWSKI, KIM. Language and identity in a dual immersion school. Multilingual Matters Ltd., 2007.

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E, Freeman David, and Mercuri Sandra, eds. Dual language essentials for teachers and administrators. Heinemann, 2005.

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Freeman, Yvonne S. Dual language essentials for teachers and administrators. Heinemann, 2005.

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Rickert, Smith Annette, ed. 7 steps to success in dual language immersion: A brief guide for teachers and administrators. Heinemann, 2006.

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Reyes, Sharon Adelman. Diary of a bilingual school: How a constructivist curriculum, a multicultural perspective, and a commitment to dual immersion education combined to foster fluent bilingualism in Spanish and English-speaking children. DiversityLearningK12, 2012.

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Mandarin Chinese Dual Language Immersion Programs. Multilingual Matters, 2019.

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Scaffolding Language Development in Immersion and Dual Language Classrooms. Taylor & Francis Group, 2019.

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Tedick, Diane J., and Roy Lyster. Scaffolding Language Development in Immersion and Dual Language Classrooms. Taylor & Francis Group, 2019.

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Book chapters on the topic "Dual language immersion"

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Tedick, Diane J., and Roy Lyster. "Characteristics of well-implemented immersion and dual language programs." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-4.

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Tedick, Diane J., and Roy Lyster. "Introduction." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-1.

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Tedick, Diane J., and Roy Lyster. "Corrective feedback." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-10.

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Tedick, Diane J., and Roy Lyster. "Unit-level instructional design." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-12.

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Tedick, Diane J., and Roy Lyster. "Module and Lesson Instructional Design." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-13.

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Tedick, Diane J., and Roy Lyster. "Scaffolding biliteracy development." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-14.

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Tedick, Diane J., and Roy Lyster. "Performance assessment." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-15.

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Tedick, Diane J., and Roy Lyster. "Conclusion." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-16.

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Tedick, Diane J., and Roy Lyster. "From goals and outcomes to program models and characteristics." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-3.

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Tedick, Diane J., and Roy Lyster. "Counterbalanced instruction." In Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge, 2019. http://dx.doi.org/10.4324/9780429428319-6.

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Conference papers on the topic "Dual language immersion"

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Spring, Alli, Wen Wei Gan, and Kimberly Walker. "EXPLORING SELF-DETERMINED SERVICE LEARNING IN A DUAL-LANGUAGE IMMERSION CONTEXT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1323.

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Reports on the topic "Dual language immersion"

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Diaz-Philipp, Alma. Simultaneous Bilingual Middle School Students Becoming Biliterate: What Do Students Think About Their Biliteracy as Taught Through the "Bridge" Strategy in a Humanities Dual Language/Immersion Class? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6856.

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