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dc.contributor.advisorGoldman, Paul
dc.creatorMondloch, Barbara
dc.date.accessioned2013-09-18T23:34:58Z
dc.date.available2013-09-18T23:34:58Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/2376/4654
dc.descriptionThesis (Ph.D.), College of Education, Washington State Universityen_US
dc.description.abstractThe realities of a global society magnify the need for U.S. students to be proficient in the 21st Century Skills of bilingualism, bi-literacy and cross-cultural appreciation. Elementary Language Immersion programs offer sustained sequences of language instruction designed to accomplish those outcomes. This multiple-case study investigated one- and two-way, dual- and total-immersion programs at five schools in five states. Interviews with 22 participants, observations from site visits at four of the schools and an analysis of print data revealed how those programs were designed, implemented and sustained. Results showed significant barriers as well as positive student and community outcomes. Challenges included budget cuts that reduced staffing, professional development and other resources; hiring, training and retaining quality staff; accessing suitable materials in the target language; maintaining program integrity into middle school and overcoming cultural barriers and community resistance. However, the standards-based programs studied showed evidence that students profited from language immersion, simultaneously acquiring a second language through content instruction, and performing at or above their peers on standardized assessments in English. In addition, Spanish-speaking students appeared to benefit academically and socially from two-way immersion programs, potentially narrowing the pervasive achievement gap over time.en_US
dc.description.sponsorshipCollege of Education, Washington State Universityen_US
dc.language.isoEnglish
dc.rightsIn copyright
dc.rightsPublicly accessible
dc.rightsopenAccess
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.rights.urihttp://www.ndltd.org/standards/metadata
dc.rights.urihttp://purl.org/eprint/accessRights/OpenAccess
dc.subjectForeign language instructionen_US
dc.subjectBilingual educationen_US
dc.subjectEnglish as a second languageen_US
dc.subject21st Century Skillsen_US
dc.subjectbilingual educationen_US
dc.subjectdual immersionen_US
dc.subjectsecond language acquisitionen_US
dc.subjecttwo-way immersionen_US
dc.subjectworld languagesen_US
dc.titleELEMENTARY LANGUAGE IMMERSION: LESSONS FOR PRACTITIONERS FROM CASE STUDIES IN FIVE STATES
dc.typeElectronic Thesis or Dissertation


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