Thèses sur le sujet « Bilingual immersion »

Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.

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.

Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.

Dual-immersion is a bilingual education method offered that places English as a first language (EFL) and English language learner (ELL) students in the same classroom to learn two languages at the same time. This study examines whether second language acquisition through dual-immersion supports literacy for both ELL and EFLS children over time. Students' scores on standardized tests (ITBS, TAKS, Logramos, Stanford 9, and Aprenda) were studied to assess the impact, if any, of dual-immersion instruction vs. regular/bilingual education on reading development. Scores from 2000 through 2004 were gathered and analyzed for students enrolled in a dual-immersion class which started in kindergarten in 2000. These scores were compared to scores of students enrolled in regular and bilingual education classrooms for the same amount of time at the same school to examine whether there was an effect for students in the dual-immersion class. It was found that no significant difference existed between the groups. All groups were performing at a passing level on the standardized tests. The dual-immersion class was performing as well as the regular education class on standardized tests in both English and Spanish.

Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way language immersion programs, which bring together students from different language backgrounds to learn in both languages. These programs are frequently lauded for their success in promoting academic achievement and bilingualism, as well as for their potential to promote cross-cultural learning. However, limited research in this area shows that while students develop positive attitudes and cross-cultural friendships, the unequal status of the two languages and the marginalization of African-American students are concerns. Few studies have looked at the process of cross-cultural learning in these programs to see how interactions between students, teachers, and resources like curricula may influence students’ cross-cultural educación (Valenzuela, 1999). This comparative case study examines the question “What does cross-cultural educación look like in two-way immersion programs, and what factors influence that process?” at two schools, using observations of classes and schoolwide events, semi-structured interviews with teachers, document review, and a student picture sort activity. Using contact theory, I find that the two schools have different strengths in regards to cross-cultural educación, with one providing institutional support structures for explicit cross-cultural learning and another providing more opportunities for informal learning through its socioeconomically- and ethnically-diverse student and teacher population. There are also distinct ways of talking about difference at the two-schools, with one favoring a discourse focused on commonalities and the other a more dissonant discourse that recognizes differences. Nevertheless, the schools share important characteristics associated with their shared context, the rapidly globalizing state of North Carolina; these include pressure to integrate cross-cultural learning with Common Core literacy standards and a focus on the cultures of foreign countries. I argue that two-way immersion programs need to emphasize equity for not only speakers of non-English languages, but also diverse ethnic and socioeconomic groups, through broadening considerations for choosing program models, diversifying student and teacher populations, and teaching students to both learn about and care for different cultures in their local communities.
Culture, Communities, and Education

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.

The purpose of this qualitative research project is to describe the scaffolding strategies used by a teacher to engage and support students as they work within the continua of biliterate development in the fifth-grade Spanish language immersion classroom. As language immersion programs and dual language schools continue to grow in popularity in Canada and the United States, this study seeks to illuminate and interpret a teacher’s work with students in the Spanish Language Immersion Program (SLIP), a research site located in the urban Midwestern United States.

This instrumental case study employed the lens of Sociocultural Theory to explore the principal research question: How does the teacher scaffold student development of biliteracy within language and content instruction in the immersion school context? The research also explores pre-planned scaffolding versus interactional scaffolding, as well as the tensions and forces within the broader context that the teacher encounters while working with students in this bilingual educational environment. Classroom observations, teacher interviews, administration interviews, and artifacts were analyzed using methods borrowed from Grounded Theory.

Findings from this study highlight the characteristics of the Community of Practice created by the teacher in this classroom that include a focus upon encouragement, knowledge, organization, and literate habitus. Additionally, two visual models were created to present the data including: “Scaffolding Episodes in the Development of Biliteracy,” to illustrate the task-oriented support provided by the teacher, and “Centripetal versus Centrifugal Forces,” to present the forces and tensions that the teacher faced within the historical phases of the Spanish Language Immersion Program.

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.

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.

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.

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.

In this multiple case study design, high-performing Chinese language immersion students were investigated to better understand their profiles. This study focused on their attitudes, motivations, support systems, strategies for learning, and their social environment and how it related to them. I investigated three cases of high-performing Chinese language immersion students in a suburban school district in the Midwestern United States participating in a one-way Chinese (Mandarin) language immersion program. I utilized document analysis, solicited diaries, semi-structured participant interviews, parent interviews, Chinese immersion teacher pre-interview questionnaires, and Chinese immersion teacher interviews as data collection instruments. After analyzing the data, I wrote a case report for each of these cases and completed a cross-case synthesis to identify what was universal, variant, and divergent amongst the profiles of these high-performing individuals.

I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria. I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini. I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano. Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.
The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.

xviii, 278 p. : ill. (some col.)
Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty, majority-minority schools. This study used a mixed methods research design to examine student integration issues in two elementary schools. Enrollment data from 1999-2009 were analyzed using both descriptive and inferential statistics. Grounded theory was used to analyze data from interviews, focus groups, observations, and archival documents. The demographic analyses revealed trends that are consistent with demographic changes nationally: an increasing Latino population and a decreasing White population. In terms of instructional integration patterns, the following findings were consistent for both schools. Prior to the introduction of TWI, students with Individualized Education Programs (IEPs) were evenly distributed among 4th/5th grade classrooms. After TWI, significantly more students with IEPs were in the English only than in TWI classes. In addition, after TWI, significantly more English speakers who qualified for free/reduced meals were found in the English only classes. However, Spanish speakers, who were almost exclusively located in TWI, had significantly higher free/reduced meals rates than English speakers in either TWI or English only classes. The central theme to emerge in the grounded theory study was "Negotiating the Value of Spanish," a process that occurred over many years as both schools grappled with a growing Latino population. Using Bourdieu's concept of cultural capital, I suggest that the introduction of TWI commodified Spanish within the mainstream educational program, providing cultural capital gains for Spanish speakers as a result. TWI provided the justification and resources for hiring more bilingual staff, for purchasing Spanish curriculum materials, for providing professional development in Spanish and about Spanish literacy, for increasing outreach to Spanish speaking families, and for prioritizing Spanish speakers' access to the program. Spanish speakers and their families thus gained greater access to the curriculum and the life of the school, and staff began to see Spanish speakers differently.
Committee in charge: Joseph Stevens, Chairperson; Gerald Rosiek, Member; Edward Olivos, Member; Leanne Ketterlin, Geller Member; Lynn Stephen, Outside Member

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.

A study was carried out to understand the language use and language attitudes of the Cantonese speaking Chinese students of a Hong Kong secondary school which used English as the medium of instruction. Questionnaires were administered and group interviews were conducted to collect the views of these students. Their views were considered and interpreted in the context of the school and the Hong Kong education system regarding the policy of the education medium. For these bilingual students, English is mostly used in the classrooms. Cantonese is used with friends and at home. They have positive attitudes towards the English language and they try to develop various strategies to cope with the difficulties in the English immersion programme. They are motivated to learn English because it is helpful to their studies and related to better career opportunities. The results show that this bilingual immersion programme can help students develop their self-esteem and learning strategy. Perhaps more students can be admitted to this kind of immersion programme in the future.

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.

This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current definition for a dual immersion program states that students will gain bilingual, biliteracy and bicultural skills. While current research has examined the extent to which students gain bilingual and biliteracy skills in dual immersion programs, little exists on the third aspect of the triad, biculturalism. The research in this study examines the extent to which biculturalism exists within the dual immersion classroom and how it influences student engagement. Using the narrative inquiry approach, the researcher listened to the authentic voices of the participants and conveyed their story. Nvivo software was used as a tool to code and analyze emerging themes related to bicultural identity and student engagement. The researcher conducted semi structured conversational interviews with a preselected interview pool of elementary students, parents, dual immersion teachers and administrators. The findings from the research suggest strong ties between behavioral and emotional engagement with the development of a bicultural identity. Participants explained in detail how communication, trusting relationships and social networks impact the achievement as well as the identity of the students. Implications and recommendations for future research and practice are discussed.

The purpose of this study was to examine the factors important to the establishment of a Chinese language immersion program in San Francisco, parent motivations and attitudes toward the program, and the impact of the program on student achievement. Descriptive data collected on the 1st and 2nd year of program implementation included summaries of interviews with school personnel, information from documents of the San Francisco Unified School District, tabulations of parent questionnaire responses, and scores from a kindergarten skills inventory and Cantonese Language Skills Test. The comparative portion of the study included an analysis of CTBS-S scores of the program participants and a comparable group of students. The District implemented the Chinese immersion program because of the prior success of a Spanish immersion program, and the influence of a group of parents who were highly interested, organized and motivated. The Chinese immersion program is basically patterned after the Canadian early total immersion model. Both programs were initiated by parents. The major differences from the Canadian model were the ethnic and linguistic composition of students and the timing of introduction of English instruction. Parents enrolled their children in the Chinese immersion program because of a desire for their children to better understand and respect their own and others' cultural and linguistic heritages. Parents were highly satisfied with all aspects of the program. Program participants acquired Cantonese proficiency and literacy skills while developing and maintaining English academic skills. Further research is necessary to address the long term effects of the Chinese immersion program on participants' English academic skills, English language development, Chinese fluency and literacy, and their appreciation of multiculturalism and multilingualism.

The growing English learner student population in California faces the daunting challenge of both meeting the academic expectations of school curriculum while also learning to speak, write, read, and understand a new language. Often it is the task of school administrators to choose, plan, implement, and maintain instructional programs that best meet the needs of all students. Dual Immersion is an instructional bilingual model that has been used to address the learning and teaching needs of students who do not speak English. The purpose of this study was to describe the role of elementary school administrators and the obstacles encountered while implementing and maintaining Dual Immersion programs in California. Two research questions were addressed: 1. What is the elementary school administrator's role in the process of implementing and maintaining a Dual Immersion Program? 2. What are the obstacles encountered by elementary school administrators in the process of implementing and maintaining a Dual Immersion Program? A non-experimental, descriptive research design was used to analyze the survey results. Eighty surveys were sent to elementary school administrators. Twenty respondents' answers were used in the data analysis. Three personal interviews were also conducted to more fully understand the skills, tasks, and obstacles to successfully implement and maintain a Dual Immersion. The results of the data analysis in this study revealed that elementary school administrators need: 1. To ensure that teachers analyze student data and make curriculum decisions that affect the academic performance of students in a Dual Immersion program; 2. To ensure that teachers understand the outcomes and expectations of the program. 3. To encourage teachers to use data analysis to accommodate the instructional needs of all the students in the program. 4. To ensure that new staff members to the program found support and guidance 5. To support program policy to encourage accountability. The conclusions of this study confirmed the importance of comprehending the goals and methodology of Dual Immersion programs, parent involvement and support, and the need for administrators who active participation in their leadership and managing roles.

The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.

Bilingual speakers cannot suppress activation from their dominant language while naming pictures in a foreign and less dominant language. Previous research has revealed that this cross-langauge activation is manifested through phonological facilitation, semantic interference and between language competition. However, this research is based exclusively on highly proficient bilinguals. The present study investigates cross-linguistic activation in Swedish learners of Spanish, grouped according to their length of Spanish immersion, and one of the groups is in its very inital stages of learning. Participants named pictures in Spanish in two picture-word interference experiments, one with only non-cognates, and one including cognates. This study addresses the following research questions; (1) do the two groups of participants differ significantly from one another in terms of cross-linguistic activation, (2) what does cross-language activation look like in initial stages of L2 acquisition, (3) how does cognate status affect cross-linguistic activation and does this differ between participants depending on length of immersion? The experiments show that cross-linguistic influence is dependent on length of immersion. The more immersed participants performed very similarly to what is usually the case in highly proficient bilinguals while the less immersed participants did not. The results of the less immersed participants are interpreted as manifestations of lexical processing in initial stages of L2 acquisition. Since this type of learner has never been tested before, there are no previous results to compare to. The results are discussed in relation to the large tradition of offline research which has shown that beginning learners predominantly process their L2 phonologically, and that conceptual processing is something requiring more L2 development. Furthermore, the cognate word induced longer naming latencies in all participants and it turned out that the cognate words were highly unfamiliar. Hence all participants are sensitive to word frequency effects, and this sensitive is greater in early stages of learning. Finally this study suggests that more research must be conducted to establish cross-linguistic influence between the many languages of multi-lingual subjects, even when these languages may not be present in the testing situation.

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.

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs. The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement. The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups. As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.

Dual Language Immersion programs (DLI) were designed as enrichment programs, mostly implemented at the elementary level, that have been proven effective in improving achievement for all participant students. Research and practice review show that effective school leadership is quintessential in improving student. The purpose of this phenomenological study was to explore the perceptions of best leadership practices of Secondary Dual Language Immersion (SDLI) school leaders. Data was elicited using semi-structured face-to-face interviews from nine SDLI school leaders working in four different public school districts in Southern California. These leaders were selected by an expert sampling method, utilizing a double layer of inclusion criteria that ensured both leadership experience and school overall performance. The study employed the transformational leadership theory as a theoretical framework which helped elicit effective leadership practices within educational settings. The study examined SDLI leadership practices through the lens of program coherence, instructional quality, and equity at the secondary level. The findings indicated the emergence of five themes in leading SDLI programs, assembled in five specific roles with 36 leadership practices attached. Additionally, the study found a transversal relationship among all SDLI leadership practices that contributed to a shared program’s vision. As a result, dual immersion requires extra layers of leadership to manage secondary programs due to increased levels of diversity and linguistic demands. Because of its challenges and specificities, Dual Language Immersion (DLI) programs may require unique leadership roles. The study resulted in seven conclusions regarding SDLI leadership practices. These include: developing trust and unity among stakeholders to develop a shared vision, implementing the five transformational leadership roles, addressing the complexity of SDLI programs, ensuring academic and linguistic equity, enhancing program coherence, progress monitoring, and engaging stakeholder commitment. All in all, quality SDLI could potentially become exemplary programs nationwide that model equitable policies and practice due to high expectations, commitment, and enhanced achievement for all students in K-12 settings.

In this study, I explore the potential impact of differing educational policies and reform efforts that influence state and federal standards-based assessments and their interpretations. Specifically, I examine the educational policies of Arizona (Structured English Immersion [SEI]) and Texas (bilingual education) for their effect on the belief systems of students, parents, and teachers. I also examine the role of identity and language in the motivation to learn and student disposition toward school among English Language Learners (ELLs). In support of a co-regulation model of emerging identity, acculturation, acculturative stress, and student perceptions of scholastic competence, student disposition toward school, and student motivational dynamics contributed to the accurate prediction of 77.5% of the participants' group membership in either SEI or bilingual education. ELLs in bilingual education had higher perceptions of scholastic competence than ELLs in SEI (d = .54). Four types of dispositions toward school, Pride in Achieving, Participation and Belonging, Literacy, and Math, were higher for ELLs in bilingual education than for ELLs in SEI. Contrary to the hypothesized results, however, there were no differences in the Rigid and Right disposition between ELLs in SEI and bilingual education. In reference to motivation, scores on Disengaged and Distracting were higher for ELLs in SEI (Arizona) than for ELLs in bilingual programs (Texas). However, contrary to the hypotheses, Good Worker/Engaged Learner, and Struggling and Persistent were higher for ELLs in SEI than for ELLs in bilingual programs. I conclude by discussing the potential impact of differing educational policies and reform efforts on the belief systems of ELLs, their parents, and teachers.

As Vygotsky (1986) concludes in his seminal work Thought and Language, “A word relates to consciousness as a living cell relates to a whole organism, as an atom relates to the universe. A word is a microcosm of human consciousness” (p. 246). Even without an in-depth understanding of science and only the most popular appreciation of the police procedural be it Sherlock Holmes or CSI, it is easy to see how a single cell can relate to the whole organism. But how can a word be a microcosm of human consciousness? The purpose of this study was to explore exactly that: premise, whether words reflect the lived experience of not only a person, but of a group of people, by documenting the lived experience of children in the phenomena of foreign language immersion in school (FLIIS). Using corpus linguistic techniques to analyze the nature of these children’s lexical development as well as the relationship of the perceptions of their fluency on their second language (L2) production, this study found that in order to understand the essence of what it means for a child to express him/herself fluently in his/her L2, one must understand how language functions as a transparent medium for these children and shift one’s thinking from an additive idea of language (L1, L2, L3) to the idea of interlingual consciousness.

This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for a market analysis to gauge the interest of Portland, Oregon parents for opening a two-way immersion (TWI) Romanian-American bilingual public charter school. Initial conversations with members of the Romanian community in the Portland area indicate that such interest may exist. A formal survey of that community has not yet been conducted to firmly establish the potential market for such a school. Moreover, there is evidence to document that such an educational option could increase the academic achievement of English Language Learners from Underrepresented Languages (ELL-UL). Some English Language Learners (ELL) face great academic challenges in today’s public educational system which may be masked within the larger ELL population. First generation Romanian children, as ELL students, are represented across the Portland metropolitan area. Although their presence is pervasive, they constitute only a small proportion of all students (2.4 percent of all students in one district). Because of the low incidence of Romanian students, and the fact they are enrolled in schools across a broad geographical area, practical barriers prohibit their participation in bilingual education programs compared to students from well-represented cultures and languages (e.g., Spanish). This project will conduct a market analysis to gauge the Portland Romanian community’s interest in opening a bilingual two-way immersion (TWI) public charter school, embracing both the Romanian culture and language. By documenting this interest, a clear direction and structure for such a school will be established, which should foster the academic success for children of Romanian heritage.

This micro-ethnographic classroom-based case study explores analytic and experiential teaching strategies that lead to engaged student participation and increased learning opportunities in German and French first grade language arts and math classes. The data were collected from two successful public elementary immersion schools in Milwaukee where English-speaking children learn the school curriculum through a second language (German or French) starting from kindergarten. The data in this study were collected in a seven-month time period by using data collection methods such as field notes, audiotaping, videotaping, and interviews. The constant comparative method, based on grounded theory (Glaser & Strauss, 1967), and enumerative techniques were used for data analysis. The data have shown that the first grade immersion teachers used analytic and experiential teaching strategies in learning contexts in order to promote oral second language use and content learning in language arts and math classes. Analytic teaching strategies focus on specific features of the target language, such as syntactic structures, pronunciation, and vocabulary, whereas, experiential teaching strategies focused on the use of the target language in a meaningful and contextualized way. This study also suggests that teachers' learning and teaching philosophies are reflected in their actions and behaviors, and analytic and experiential teaching strategies are the reflections of the teachers' belief systems and their instructional practices. The knowledge gained from this study may form a solid background for pre-service and in-service teacher education programs by demonstrating the needs of immersion teachers, and also recognizing the challenges of immersion education.

Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was to determine the existence of and features of a silent period for these children. Secondary goals included analyzing the kinds of speech that emerged in the early stages of language acquisition, to whom it was directed, and the circumstances under which it was produced; discovering when and how the children manifest bilingual awareness; and ascertaining what strategies were used by them for comprehension. Using a qualitative case study approach, eight monolingual three-year-olds attending a Spanish-language immersion school were observed using participant observation methodology for a total of 98.35 hours between September 6, 1994 and March 17, 1995. Classroom observation was supplemented by questionnaires completed by the children's parents, and by interviews of parents. The data generated revealed that although there is wide variation in the amount of speech produced by the children and when it was produced, there was no silent period for most children. These results are inconsistent with the literature which generally assumes that such a period exists. The study also revealed that although language mixing occurred, it appeared to be a function of language dominance and did not reflect mixing in the input. Children used a variety of strategies to make sense of the Spanish surrounding them, the most important of which was attending to context clues. Finally, all the children manifested bilingual awareness at the same time they began to produce Spanish utterances.

I denna studie undersöks hur Bilingual Montessori School of Lund (BMSL):sspråkbadsmetod kan ha en positiv påverkan på begreppsförståelse. Den fokuserar på detkomplexa sambandet mellan flerspråkig pedagogik och dess inverkan på begreppsförvärv.Genom att använda exempel från språkbadsmetoden, testar denna studie hypotesen attspråkbadspedagogik ger en icke försumbar effekt på kreativt tänkande, men viktigast av allt,på konceptualisering av ämnesmässiga innehåll. Genom en noggrann diskussion om vilkenmetod som används har en empirisk analys gjorts ur tre perspektiv: en teoretisk analys avlitteraturen i ämnet, en intervjustudie med fyra semi-strukturerade lärarintervjuer och enenkätstudie där fler än 80 elever mellan årskurs 7 och 9 fick i uppdrag att besvara en enkät för att testa några av de iakttagelser som gjorts av de intervjuade. Syftet med denna forskning är att ta fram en empirisk kvalitativ innehållsanalys baserad på exempel från de intervjuades påståenden och därigenom utveckla en djupare förståelse om begreppsförvärv och hur detta yttrar sig i en stimulerande flerspråkig undervisningsmiljö. Vidare är syftet med denna studie att fastställa om BMSL okonventionella språkbadspedagogiks påverkan på begreppsförvärv kan vara orsaken till skolans höga poäng i de svenska nationella proven i matematik, engelska, svenska, NO och SO i årskurs 9 under de senaste åren. Analysen har lett till slutsatsen att flerspråkiga pedagogiska metoder som BMSL:s språkbadsmetod kan ha en mycket positiv inverkan på elevernas förmåga att tillgodogöra sig begrepp. Analysen hardessutom genererat nya hypoteser som kan utgöra grund för ytterligare fördjupande forskning inom specifika ämnen såsom språkbadsmetodens inverkan på elevens kreativitet,demokratisering av klassrummet, interkulturell medvetenhet och kognitiv utveckling. Denbidrar också till ett nytt kompetensutvecklingsperspektiv och samarbetsperspektiv för enpositiv utveckling av svenska läroplanens pedagogiska lärandemål.
This research focuses on the complex relationship between multilingual immersionpedagogy and its impact on concept acquisition (begrepp). By using the example of BilingualMontessori School of Lund (BMSL)'s språkbad method, this study tests the hypothesis thatmultilingual immersion pedagogy produces a non-negligible impact on creative thinking, butmost importantly, on the conceptualization of topic-specific content. With a careful reflectionon the method used, an empirical analysis has been made from three perspectives: atheoretical analysis of the literature on the subject, an interview study with four semistructured interviews with teachers, and a survey-based study where more than 80 students in grades 7 to 9 were given the task of answering a questionnaire to test some of the observations made by the interviewees. The purpose of this research is to produce an empirical qualitative content analysis based on examples taken from the interviewees’testimonies to develop a deeper understanding about concept acquisition and the way itmanifests itself in a stimulating multilingual immersion teaching environment. Furthermore,the aim of this study is to establish if BMSL’s unconventional multilingual immersionpedagogy’s impact on concept acquisition can be the reason for the school’s outstandinglyhigh scores in the Swedish National Tests in Maths, English, Swedish, NO and SO in grade 9over the past few years. Nevertheless, the analysis led to the conclusion that multilingualimmersion methods like the BMSL språkbad method can have a very positive impact onstudents' ability to assimilate concepts, but also helped generate thesis-seeking rather thanthesis-supporting observations about its impact on the students’ creativity, classroomdemocratization, intercultural-awareness and cognitive development. It also highlights thepedagogical collaboration and competence development perspective promoted by theSwedish National Curriculum for Compulsory School Lgr 11.

Il tema principale della ricerca ruota attorno ai valori di bilinguismo e di immersione linguistica prendendo come riferimento il “Progetto IBI/BEI”, un progetto pilota iniziato nel 2010 in sei scuole primarie selezionate della regione Lombardia diretto da un accordo tra il British Council, la Direzione Generale per gli Ordinamenti Scolastici e per l’Autonomia Scolastica e l’Ufficio Scolastico Regionale per la Lombardia. L’obiettivo del progetto era quello di offrire un’educazione immersiva totale ai bambini che a partire dal primo anno della scuola primaria al quinto, hanno potuto svolgere circa il 25% delle materie previste nel loro piano di studi utilizzando la lingua inglese come lingua veicolare. I risultati raccolti attraverso un primo rapporto di monitoraggio mostrarono non solo un forte aumento della competenze linguistica degli studenti ma si riscontrarono anche notevi sviluppi della loro personalità, evidenziando in particolar modo una crescita nel rispetto delle altre persone e una maggiore apertura mentale. A tal proposito ho svolto la mia ricerca sul campo, raccogliendo dei dati attraverso alcuni questionari rivolti sia ai bambini che alle maestre coinvolte nel progetto. Ai primi le domande si focalizzavano sui loro aspetti motivazionali e le loro sensazioni rispetto alla partecipazione al Progetto IBI/BEI mentre alle maestre sono state rivolte delle domande per comprendere l’effettivo livello linguistico raggiunto dai loro studenti, anche paragonandolo con quelli dei bambini non coinvolti nel progetto, con lo scopo di dimostrare tutti i vantaggi che un sistema educativo come questo può portare al nostro sviluppo mentale e sociale.

This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI) bilingual program to Latino English learners in a 90/10 TWI program. The scores from 55 students across four TWI programs, two 50/50 and two 90/10, were analyzed. The principal from each school was also interviewed. Quantitative data from the district’s reading Benchmark Book Test, California Standards Test/English Language Arts and Standards-based Test in Spanish were analyzed using repeated measures ANOVA, Bonferroni Post Hoc and Chi Square to compare the means between the students’ reading achievement in Spanish and English by program model. Overall the biliteracy results revealed that the main effect between programs was not significant (p = .23) nor was the within subjects effect (p = .42). However, the interaction of grade and program was significant (p = .001). English and Spanish literacy results showed the students in the 50/50 TWI program outperformed students in the 90/10 TWI program by end of fifth grade; however across program models more students reached grade level literacy in English than in Spanish. Interviews with the principals of each school revealed that when analyzing test data at the school site level, English data were analyzed more closely and more systematically due to accountability measures indicating that NCLB has had a profound effect on the biliteracy attainment of Latino English learners in two-way immersion.

Figures from the 2010 Census indicate that there are 50.5 million Latinos (16% of the total population) living in the United States (US) today. From 2000 to 2010, the Latino population experienced a very rapid growth rate of 43%, which accounted for over half the total population growth. More and more Latino students are entering our public schools and face the reality that 62 years after the Brown V. Board of Education ruling to integrate schools and equalize educational opportunities, schools are more racially and economically segregated and more unequal than they were more than half a century ago. As a group, Latinos continue to struggle academically and there is a large academic achievement gap between Latino students and White students. Using the lens of Latino Critical race theory, this narrative study was an attempt to understand the educational experience of five Latino students in a two-way immersion program within a racialized public education system in which negative stereotypes, such as lack of intellectual abilities, could create a threatening environment hindering their academic success. This narrative inquiry study sought to understand how, if at all, Latino students in a fifth grade two-way immersion program experienced anxiety about the ways they believe to be perceived in the classroom and school settings by their teachers and other classmates. Finding of this study confirmed the relative success of two-way immersion programs educating Latino students and highlighted the urgent need to conduct more research in bilingual settings trying to understand the role stereotype threat might play in the educational experience of Latino students. The fact that Latino students were still lagging behind their native English-speaking counterparts in the TWI program is a reality that must be researched further to understand the lived experiences of Latino students in bilingual programs.

This study focuses on parental choice for student placement in Two-Way Immersion classes as optional bilingual education. Parents who have their children enrolled in a TWI program in Banning, California responded to a questionnaire and were interviewed about their decision. The analysis of the data indicates that parents value cultural diversity and second language acquisition.

This thesis uses a Mandarin-English dual immersion program at a Southern California public elementary school as a case study to examine how culture is taught and learned in the dual immersion setting. Based on classroom observations and interviews with students, staff, and parents, this thesis argues that concepts of “China” and “Chinese culture” are conveyed, constructed, and negotiated by students as well as teachers, both implicitly and explicitly.

Two common forms of teaching English to English-language learners are bilingual education and sheltered English immersion. While both programs claim successful second language acquisition, other effects of the programs need to be considered. This research examines one of those effects: self-efficacy, or students' perception that they will be successful or unsuccessful in doing a specific task or acquiring a specific skill. Using archival records and semi-structured interviews with open-ended questions, this qualitative study draws on the work of Bandura (1977, 1986, 1997) to explore differences in self-efficacy between students who have participated for 5 years in a two-way Spanish-English bilingual immersion (TWBE) or an immersion/sheltered English program (SEI) at the same school. Interviews with the parents of the 11 Hispanic students allowed for comparisons of parent satisfaction with the two language programs. Findings indicated that students in both programs are similar in many ways; however there were marked differences between the two groups. Although all of the student participants considered themselves bilingual, those who were in the SEI program cannot read or write the language and use it only for social situations. Furthermore, students who have been in the TWBE program reported using practice, study, and note taking as success strategies in school, while their SEI peers used doing homework and turning it in as a success strategy. Students in TWBE reported having more successes in Spanish while their SEI peers reported struggling more in school and with Spanish. A major finding in parent interviews was that although all the parents expressed the desire that their children know Spanish, only some chose to put their children in the bilingual program. What decision processes parents use to place their children in the programs is unknown. Additionally, parents whose children were in the TWBE program reported that their children had more success experiences with home, friends, and family, the language program and with both Spanish and English. The TWBE parents also indicated that their children had more extended family members who served as models for them because their children can speak and write Spanish and thus have additional contact with extended family.

The number of African-American students studying a foreign language has continually persisted to be low (National Center for Education Statistics, 2009), thus eliminating them from the benefits gained from the study of foreign language. This study explores the experiences of African-American students in a partial Spanish Immersion Program (SIP) in Central Kentucky from their parents’ perspectives. Data were collected via a survey and a focus group. Findings revealed that data gleaned from the focus group corroborated responses from the survey. Moreover, themes from content analysis of the qualitative data arose as to why parents chose to continue or discontinue their child(ren) in the SIP including varying levels of academic achievement, social integration in the program and the perceived lack of cultural responsiveness from school staff. The researcher’s initial intent was to use Tinto’s (1993) theory of student departure to discuss how his model could transfer to this K-12 partial immersion setting and show how parallels could be drawn. Results from data analysis led the researcher to develop her own Parent Perception Continuation Model (PPCM) as it was determined that in the K-12 partial immersion setting, it was not a question of student persistence, but rather the parents’ decision about student continuation. Subsequently, the PPCM discusses the process that parents use to make the decision as to whether their child(ren) will continue in the SIP once enrolled which includes a discussion about reasons for enrolling, completion goals, student program experiences, integration and outcomes. Findings from the study can be used by school districts and administration for planning and policy making when attempting to capitalize on effective academic and social practices that influence whether a student continues in a partial immersion program through his/her high school graduation. In addition, K-12 systems can also use these findings to address the concerns raised by the parents of African-American students who discontinued the program in an effort to increase program graduation rates among this demographic.