Rozprawy doktorskie: „English language immersion”

1

Bridges, Susan Margaret, i n/a. "English Language Immersion: Theorising from Stakeholders' Accounts". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060322.144245.

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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.

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2

Bridges, Susan Margaret. "English Language Immersion: Theorising from Stakeholders' Accounts". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365381.

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This research is a case study of stakeholders' perceptions of learning and provision during a specific English language program. The pedagogical context of the program was clearly defined. English teachers from Hong Kong who had either Cantonese or Mandarin as their first language (L1) came to Australia for intensive language proficiency training and assessment. The Hong Kong government determined the program's syllabus, including assessment instruments and criteria in the Syllabus Specifications for the Language Proficiency Assessment for Teachers (English Language) (LPATE) (Government of the Hong Kong Special Administrative Region (HKSAR), 2000). The Australian provider had created the program from the specifications and had developed appropriate teaching and assessment materials for its implementation in all syllabus components. Additionally, the provider was responsible for administering and marketing the program. Delivery was in immersion mode with the Hong Kong teachers travelling to Australia and residing with Australian 'homestay' families for the 6-week program. The 'guiding issue/question' for the case study was: How did the multiple stakeholders perceive learning and provision? The study drew on a corpus of data collected from the perspectives of various stakeholders within provision of a 6-week in-service and education training program (INSET) (Bolam, 1986) for Chinese first language (L1) primary and secondary school teachers. Stakeholders represented in the study were teachers who participated as learners; the researcher who was a part-time language instructor; a course designer who was a full-time language instructor in the program; and an administrator who also held a wider role in the general marketing of INSET. Multiple forms of data were collected and analysed within a case study design (Stake, 1995, 2000). These included: a document analysis; pretest and posttest questionnaires; semi-structured interviews from individuals and focus groups; stimulated recall interviews from individuals; learner journals; and a researcher journal. Existing knowledge was reviewed through a search of literature, policies and accounts that examined four contextual layers that framed the study and situated it in terms of global, local and intercultural issues. Specifically, the layers were: (a) imperatives for Australian higher education to internationalise; (b) provision of INSET for teachers of English as a Second or Foreign Language (ESL/EFL); (c) language education and proficiency in Hong Kong; and (d) intercultural communication and culture learning as they pertained to an immersion program. While higher education institutions in Australia have recognised the imperative to internationalise, some recent initiatives are poorly researched. Bodycott and Crew (2001a, p. 23) noted a 'dearth' (p. 2) of literature surrounding short-term, immersion versions of INSET such as that used in the current research. A review of literature where INSET had been used for the education of language teachers provided important insights into issues that might affect learning and provision. These involved the extent to which teachers' home country contexts were included in the design and content of programs, whether 'one-off' programs could be effective in the long-term, and what models underpinned the current design of INSET. The major gaps in the literature were (a) reported research on INSET where it is delivered as a short-term, immersion program to South East Asian teachers; and (b) published work on the LPATE as a learning-teaching experience. The current study attempted to address these gaps. While there was an absence of literature on the specific context of the INSET under study, the literature did reveal ways for the teacher/researcher to objectify and reflect on INSET provision. Literature on interactionism and social constructivism provided insights into the role and effect of the teacher/researcher in a data-gathering process. The case study approach was reviewed and Stake's (1995, 2000) design used in the study within a theoretical framework of social constructivism. In its reporting, the case accounts for forces of change surrounding the participants' INSET. These included the internationalisation of Australian higher education and curriculum reform in Hong Kong. At more personal levels, participants provided reflective data throughout the immersion experience. These data from the Hong Kong teachers indicated perceptions of strong positive growth in their English proficiency. This is an outcome consistent with the purpose of the INSET, which was to improve and benchmark proficiency standards. The data also revealed that the teachers had learned much about pedagogy and culture, which formed insights into intercultural negotiation and learning. The providers - an administrator and an instructor - supported accounts their learners had given of learning and provision. Yet, each had particular views regarding what constituted success in delivery of an INSET. While the case study provided detailed explication of the 'nature' of this particular INSET, this researcher supports Crew and Bodycott's (2001) call for further, longitudinal research into the phenomenon. Drawing on findings from this study, specific research questions are suggested to investigate the effects of immersion INSET. Within the constraints of case study method, implications are drawn for the design and delivery of future short-term, immersion INSET. A detailed mapping of what stakeholders reported as culture learning and cross-cultural experiences provided an account of this aspect of the phenomenon. There was strong evidence that a component based on intercultural communication should be included in any future trial to inform INSET design. A new model, entitled 'Intercultural INSET', is proposed for future implementation and research. It incorporates domains of learning established from the case study data and is informed by a theoretical construct designed in the current study and termed, 'Positive Effect Chain'. The proposed model embeds the design within contexts significant to the teacher/participants and to their ongoing critical reflection. This ongoing reflection informs thinking about the proposed INSET course evaluation. Finally, the proposed model extends INSET into a post-immersion phase. This subsequent phase extends participants' INSET interaction, once they have returned to their own countries and to their work in home classrooms. The model seeks enduring and effective learning and requires trial and further study. The case study approach provided a successful vehicle for organising the data of the research and for framing the discussion. It also yielded indications as to the means by which INSET providers might structure ongoing feedback and assessment of their intended curriculum design. These indications are reflected in the proposed 'Intercultural INSET' design.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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3

Reed, Julian. "Promoting collaborative dialogue in the immersion classroom". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262762.

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4

Davies, Susan. "English language skills of minority language children in a French Immersion program". Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/24625.

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The purpose of this study was to determine the English language skills of minority language children (experimental group) in a early total French Immersion program by comparing them with those of English-speaking children in French Immersion (English control group), and with those of minority language children in a regular English program (minority control group). Ten grade one children comprised each of the three groups of children. Listening comprehension of English was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test and the Token Test for Children). English speaking skills were assessed using the Clark-Madison Test of Oral Language (a standardized test) and a ten to fifteen minute language sample. English metalinguistic skills were assessed with a phoneme deletion task used by Rosner & Simon (1971) and with two tasks used by Pratt, Tunmer & Bowey (1984): a morpheme correction task and a word order correction task. Questionnaires were used to assess attitudes towards the minority language and culture and to determine the children's home and language background. It was hypothesized that the English language skills of the experimental group would be at least as good as those of the English control group and the minority control group. The results supported the hypotheses. The experimental group did as well as the English control group on all of the measures of English comprehension and production tested. The minority control group scored lower than the English control group on all measures of English comprehension and production. They scored lower than the experimental group on the comprehension of complex commands and on the Clark-Madison Test of Oral Language. The three groups scored similarly on all of the metalinguistic tasks except on the morpheme correction task, where the minority control group scored lower than the English control group. Results support the suitability of early total French Immersion for minority language children who have their first language and culture valued and maintained.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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5

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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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.

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6

Golstein, Alice. "English-speaking Three-year-olds in a Spanish Language Immersion Program". PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4861.

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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.

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7

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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8

Andrews, Donna Bosworth. "The acquisition of Spanish gender by English-speaking children in partial immersion setting /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8421.

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Bacon, Chris K. "Monolingual Language Ideologies: Rethinking Equity and Language Policy in Sheltered English Immersion (SEI) Teacher Education". Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108401.

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Thesis advisor: C. Patrick Proctor
With U.S. classrooms increasingly characterized by linguistic diversity, teacher education has come under heightened scrutiny to respond to these realities. Recent shifts in Massachusetts language policy provide an informative example. Federal oversight prompted the state to implement an ambitious initiative requiring teachers to earn an endorsement in Sheltered English Immersion (SEI). The rollout of this initiative coincided with the final years of the state’s English-only education mandate, and the SEI endorsement remains a requirement for teachers today. As a growing body of research highlights the ideological dynamics of language policy, particularly in English-only educational contexts, this dissertation has two overlapping goals: (1) To develop a theoretical framework for the study of monolingual language ideologies in relation to policy interpretation and (2) to apply this framework within a critical policy analysis of the Massachusetts SEI endorsement initiative. This dissertation consists of three papers. Paper 1 puts forth a theoretical framework for studying monolingual language ideologies. Through a historical analysis of U.S. language policies and previous research on language ideologies, this paper demonstrates how dynamics of race and racism overlap with language policy and teacher education in U.S. contexts. Paper 2 is an empirical study of SEI instructors’ roles as policy interpreters within the SEI endorsement initiative. This study documents how 33 SEI course instructors interpreted the SEI endorsement course in ways that reinforced or augmented the state’s design. Paper 3 highlights these instructors’ discourses around the topics of language policy and race. Drawing on poststructural policy analysis, this paper explores the varying degrees to which participants addressed these topics in relation to the course’s emphasis on language pedagogies. Together, these papers offer a framework for the study of language ideologies with implications for language policy, policy interpretation, and teacher education in multilingual contexts
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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10

Lopez, Francesca. "Educational Policy and Scholastic Competence Among English Language Learners". Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193881.

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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.

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11

Yu, Weihua. "Teaching English in China's higher education system : a content-based immersion approach". Thesis, Durham University, 2001. http://etheses.dur.ac.uk/1227/.

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12

Cardwell, Jacqueline Ann. "The English language skills of minority language children in French immersion programs : a follow-up investigation". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27403.

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The purpose of this investigation was to re-evaluate the English language skills of a group of minority language children enrolled in French Immersion programs (experimental group) in order to establish whether these skills have been maintained, are better, or worse than the same skills in English children in French Immersion (English control group) or minority language children enrolled in regular English programs (minority control group). Of the original thirty children who participated in Davies' (1985) investigation, seven experimentals, seven minority controls and nine English controls were located again and able to participate in the 1989 follow-up study. English language comprehension was assessed using two standardized tests of English comprehension (the Peabody Picture Vocabulary Test-R, and the Token Test for Children). Similarly, English metalinguistic skills were evaluated using two standardized tests which tap metalinguistic awareness at both the lexical and structural level (the Test of Language Competence and the Word Test). Finally, English language production was evaluated based on a picture-description sample elicited from each child. It was hypothesized that the English language skills of minority language children in French Immersion would, as was the case in 1985, continue to be as good as those of the English control and minority control groups. The results confirmed this hypothesis. In addition, the results showed the experimental group to be performing significantly better than the minority control group on vocabulary comprehension and interpretation of ambiguous sentences. The experimental group also performed significantly better than the English control group on vocabulary comprehension. The English control group scored higher than the minority control group on recognition of semantic absurdities. All three groups performed similarly on the picture description task. These results confirm that minority language children are excellent candidates for French Immersion and suffer no delays in English language ability over the long term. In fact, these children display certain linguistic advances over the other groups of children in this study.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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13

Dagenais, Diane. "Perceptions and processes of French and English writing in a French immersion program". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61909.

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14

Armstrong, Robert A. 1969. "The fifth competence : discovering the self through intensive second language immersion". Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30142.

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This inquiry examines observations made by nine former participants in the 1996 Dalhousie University Summer Language Bursary Program (SLBP) in Halifax, Nova Scotia. The SLBP is a five-week residential total second language immersion characterized by its intensity. In individual interviews, the informants were encouraged to explore whether and to what extent they had perceived changes in themselves as a result of their participation in the immersion program. These changes were not related to target-language proficiency. Rather, they focused primarily on aspects of the informants' self-perceived or other-perceived identities, which are conceived of as contextual, multiple, fluid and dynamic. Analysis of these observations indicates that changes to identity may indeed be an important byproduct of intensive second language immersion. Elements of such personal growth include perceived increases in participants' senses of resourcefulness, self-confidence, wanderlust, autonomy, open-mindedness, and sociability. Informants also enumerate the SLBP's unique factors which promote changes in self-perception. Changes in participants' perspectives on identity are not viewed simply as incidental immersion outcomes. Rather, they are viewed as components of 'personal competence', both as factors in and results of successful participation in residential total second language immersion.

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15

Kanekatsu, Nozomi. "Pragmatic performance of English immersion students in Japan : politeness in second language requests". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97823.

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This study investigates L2 pragmatic performance of EFL learners in an English immersion program in Japan. More specifically, the study examines whether the leamers are able to express appropriate politeness when making a request in English. Participants were 28 Japanese-Ll English immersion students and 4 native speakers of English at high school level (Grades 10, 11 and 12). Data collection was completed using role-play tasks, entailing the use of polite requests to a person of higher status, to elicit speech samples from participant dyads. Classroom observations, interviews, and a written questionnaire, involving 10 teachers and 42 students, were also conducted in order to better understand the L2 oral production data.
Cette étude s'intéresse à la performance pragmatique en langue seconde (L2) d'étudiants en anglais langue étrangère (ALE) dans un programme d'immersion anglaise au Japon. Plus spécifiquement, l'étude examine si les étudiants sont capables d'exprimer la politesse appropriée en faisant une demande en anglais. Les participants étaient 28 étudiants japonais de l'immersion anglais et quatre étudiants de langue maternelle anglaise de niveau lycée (niveaux 10, 11 et 12). La collecte de données a été accomplie en utilisant des jeux de rôle, qui nécessitaient l'utilisation de demandes polies à une personne d'un statut plus élevé, pour obtenir des échantillons de discours des dyades de participants. Des observations en salle de classe, des entrevues, et un questionnaire écrit, faisant participer dix professeurs et 42 étudiants, ont également été menés afin de mieux comprendre les données de production orales de L2.

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16

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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17

Rosado, Felix A. "A historical case study of Bethlehem Area School District and the transition from the bilingual education program to the English-immersion program". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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18

Batt, Ellen G. "Lived socio-linguistic experiences in dual language immersion : a cross-case analysis of Matt and Mateo /". ProQuest subscription required:, 1999. http://proquest.umi.com/pqdweb?did=990270461&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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19

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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20

Huo, Shuting. "Influence of language immersion and phonological-based instruction on literacy skills of English language learners in Xi’an, China". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/64228.

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Every child in China is required to learn English as a foreign language (EFL) in elementary school. They learn to not only speak the language but also read and write. Phonological awareness and phonological decoding are foundational skills to learning to read in English. Teaching these skills to young children can enhance their performance on word reading and spelling. Meanwhile, many Chinese children speak and understand very little English due to the lack of English language input in their daily lives. This research investigated the effectiveness of the phonological-based instruction, namely phonological awareness instruction and phonics, among Chinese children. I also examined the moderating effects of English oral language proficiency and language learning environment on the instructional effectiveness. Study 1 is a longitudinal study which followed 110 Chinese children who were learning English as a foreign language throughout an academic year in a school located in Xi’an, China, during which the students received systematic instruction on phonics. The participants were from two programs: one was an English immersion program in which intensive English instruction was delivered, and the other was the standardized program wherein students received less intensive English instruction. Developmental trajectories of two groups of students were compared. The findings indicated that the two groups improved at the same rate on real word reading, but students in the immersion program improved faster in pseudoword reading. Study 2 investigated the effectiveness of phonological awareness (PA) instruction in primary school EFL students. Eight classes from a school in Xi’an, China, were randomly assigned into two groups. Experimental classes received ten weeks of instruction, for a total of 380 minutes of instruction, on phonological awareness. The findings indicated that immediately after the instruction, the experimental group performed better at phonemic awareness and pseudoword reading. The instructional effects were not, however, sustained five months later after all the participants received phonics instruction. English expressive vocabulary at pretest significantly moderated the instructional effect on phonemic awareness. The results consistently suggested that Chinese children with better English oral proficiency and in enriched English language environment benefit more from the English phonological-based instruction.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Zhang, Vivian. "Cultural Studies in the Mandarin-English Dual Immersion Classroom: A Case Study". Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1071.

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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.

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Mkumbwa, Mariam M. "Using cultural immersion as an element in communicative approach to teach English to second language (ESL) learners". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371730246.

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Sjöberg, Helén. "English Teachers´Views on the Use of the Target Language in the Classroom". Thesis, Halmstad University, School of Teacher Education (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-1388.

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In our ever more international world, the English language plays an important role. This is

also reflected in its prominent position as a core subject in the Swedish school system. It is

therefore important that English teachers offer students an environment in which they have

the best possible opportunities to be successful in reaching the goals specified in the

syllabuses. One variable in a successful foreign language classroom is the teacher's usage

ofthe target language.

This study is about English teachers' views on the issue of target language usage in the

classroom, versus usage of the mother tongue. In this study, at Upper Secondary level, the

interviews show that the teachers are, more or less, in agreement that the target language

should be used all the time in the classroom. There are, however, occasions in which the

interviewed teachers do not work according to their own beliefs and methods and revert to

using Swedish. The main such occasions can briefly be said to be: explanation of grammar,

non-subject related "mentor's issues" and classroom management issues. In addition, this

study argues that the governing documents, previous research, as well as well-known

theories on the subject support a high usage of the target language by the teacher.

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Goldman, Sharon Raye. "Dual Language Two-Way Immersion Programs| Exploring Instructional Practices that Promote Literacy Proficiency for Spanish-Speaking English Language Learners". Thesis, The University of North Carolina at Chapel Hill, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10787453.

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The Spanish-speaking population in North Carolina has grown exponentially, and education professionals are implementing dual language strategies to promote greater academic proficiency for these English language learners (ELLs) in their schools. Focusing on two-way immersion (TWI) programs in public schools across the state with noted success (Thomas & Collier, 2011), specific practices and strategies being used to accomplish increased literacy proficiency for Spanish-speaking limited-English proficient students (SSLEPs) were identified. This mixed-method study focused on ‘how’ and ‘what’ these programs were doing to promote students’ literacy proficiency. A conceptual framework was used to analyze data focused on socially just education and Latino Critical theory. Four practices for dual language education found in current literature and two emergent instructional strategies were reported to have a high impact on promoting SSLEPs' success in literacy proficiency for this subgroup. Comparisons of Reading EOG assessment scores were conducted for SSLEPs enrolled in TWI to those not enrolled in TWI, and statistically significant increases in score means and proficiency were discovered for the dual language students in two out of three districts. Exit rates for LEP students were likewise higher in one district and significantly higher in the second district. A strong, positive relationship was found between the use of TWI pedagogy and increased literacy proficiency for SSLEPs.

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Sutherland, Mei Ling. "English language study abroad program : an investigation of Hong Kong pre-service teachers’ experiences of a language immersion program". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/41774/1/Mei_Ling_Sutherland_Thesis.pdf.

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There has been minimal research focused on short-term study abroad language immersion programs, in particular, with home-stay families. The importance of authentic intercultural experience is increasingly clear and was acknowledged as central to the process of language learning (Liddicoat, 2004). In Hong Kong, education programs for pre-service language teachers have significantly emphasised language and intercultural training through short-term study abroad, and these short overseas language immersion courses have become a compulsory component for teacher training (Bodycott & Crew, 2001) in the last decade. This study aims to investigate eight Hong Kong pre-service teachers’ and their home-stay families’ experiences of a short-term (two months) language immersion program in Australia. The focus is on listening to commentaries concerning the development of communicative competence, intercultural competence and professional growth during the out-of-class study abroad experience. The conceptual framework adopted in this study views language and intercultural learning from social constructivist perspectives. Central to this framing is the notion that the internalisation of higher mental functions involves the transfer from the inter-psychological to the intra-psychological plane, that is, a progression process from the socially supported to individually controlled performance. From this perspective, language serves as a way to communicate about, and in relation to, actions and experience. Three research questions were addressed and studied through qualitative methodology. 1. How do the pre-service teachers and their home-stay families perceive the out-of-class component of the program in terms of opportunities for the development of language proficiency and communicative competence? 2. How do the pre-service teachers and their home-stay families perceive the out-of-class component of the program in terms of the development of intercultural competence? 3. How do the pre-service teachers and home-stay families perceive the outof- class component of the program in terms of teachers’ professional growth? Data were generated from multiple data collection methods and analysed through thematic analysis from both a “bottom up” and “top down” approach. The study showed that the pre-service teachers perceived that the immersion program influenced, to varying degrees, their language proficiency, communication and intercultural awareness, as well as their self-awareness and professional growth. These pre-service teachers believed that effective language learning centres on active engagement in the target language community. A mismatch between the views and evaluations of the two groups – the pre-service teachers and the home-stay family members – provides some evidence of misalignments in terms of expectations and perceptions of each other’s roles and responsibilities. The study has highlighted challenges encountered, and provided suggestions for ways of meeting these challenges. The inclusion in the study of the home-stay families’ perceptions and commentaries provided insights, which can inform program development. There is clearly further work to be done in terms of predeparture orientation and preparation, not only for the main participants themselves, the students, but also for the host families.

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Sievert, Jessica. "Evaluation of structured English immersion and bilingual education on the reading skills of limited English proficient students in California and Texas /". View online, 2007. http://ecommons.txstate.edu/arp/262/.

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O'Keefe, Rosemary Ann. "Twenty-one years of French immersion in Newfoundland and Labrador : a review of French immersion in the province from 1975-1996 /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34213.pdf.

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Beliles, Emily. "The effect of attitude toward the target language and culture, and of input on English second language proficiency in a study-abroad immersion setting". Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/98089.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: As the number of Asian students studying English abroad continues to increase, there is a growing need for language learning programs that help students to increase their English proficiency in the most effective way possible. Studies have shown that exposure alone is not sufficient for improving proficiency. The question is: “Can a second language (L2) learner truly learn the target language if they do not like the people who speak it?” Schumman’s (1978) acculturation theory proposes that the degree to which a learner integrates into the target culture through decreasing their social and psychological distance from it will determine the degree to which they learn the target language. Central to this process is the learner’s attitude toward the target language and the target culture. By fostering positive attitudes toward the target language and culture, can we aid L2 students in transforming the L2 input that they receive while studying abroad into meaningful intake through which they can, in turn, achieve greater proficiency in the L2? This thesis explores the above questions through a research study investigating the relationship between attitude toward the target language and target culture, and L2 proficiency; amount of L2 input and L2 proficiency; and amount of L2 input and attitude toward the target language and target culture. A small-scale study was conducted with Korean L2 English students studying abroad in the USA. Ten participants completed a language background questionnaire, an attitude questionnaire, and an English proficiency test. The data collected via these instruments were analysed to determine if any correlations exist between the above-mentioned three sets of variables. Results showed no correlations between attitude and L2 proficiency. However, descriptive analysis showed a clear positive correlation to exist between several L2 input variables and L2 proficiency, and between L2 input and attitudes toward the target language.
AFRIKAANSE OPSOMMING: Namate die aantal Asiese studente wat Engels oorsee studeer toeneem, styg die behoefte aan taalonderrig-programme wat studente help om hulle Engelse vaardigheid op die mees effektiewe wyse moontlik te ontwikkel. Studies toon dat blootstelling op sigself nie voldoende is vir die bevordering van taalvaardigheid nie. Die vraag is: “Kan tweedetaal- (T2-) leerders werklik ’n teikentaal aanleer indien hulle nie hou van die sprekers van daardie taal nie?” Schumman (1978) se akkulturasie-teorie stel voor dat die mate waartoe leerders hulself in die teikenkultuur integreer deur hulle sosiale en psigologiese afstand daarvan te verminder, bepalend is van die mate waartoe hulle die teikentaal sal aanleer. Sentraal tot hierdie proses is die leerders se houding teenoor die teikentaal en die teikenkultuur. Deur positiewe houdings teenoor die teikentaal en -kultuur onder T2-studente te bevorder, kan ons hulle help om die T2-toevoer wat hulle tydens oorsese studies ontvang te omskep in sinvolle T2-inname wat verhoogde T2-vaardigheid tot gevolg kan hê? Hierdie tesis verken die bostaande vrae op grond van ’n navorsingstudie wat ondersoek doen na die verhouding tussen T2-vaardigheid en houding teenoor die teikentaal en -kultuur; hoeveelheid T2-toevoer en T2-vaardigheid; en hoeveelheid T2-toevoer en houding teenoor die teikentaal en -kultuur. ’n Kleinskaal-studie is uitgevoer met Koreaanse T2-Engelssprekers aan’t studeer in Amerika. Tien deelnemers het elk ’n taalagtergrond-vraelys, ’n houding-vraelys en ’n Engels-vaardigheidstoets voltooi. Die data wat deur middel van hierdie instrumente ingesamel is, is geanaliseer ten einde vas te stel of daar enige korrelasies bestaan tussen die bogenoemde drie stelle veranderlikes. Resultate toon geen korrelasies tussen houdings en T2-vaardigheid nie, maar beskrywende analise dui wel op ’n duidelike positiewe korrelasie tussen verskeie T2-toevoer-veranderlikes en T2-vaardigheid, asook tussen T2- toevoer en houdings teenoor die teikentaal.

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Pei, Miao. "Scaffolding and participation in classroom interaction perspectives from English immersion teaching in the People's Republic of China /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37391471.

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Liang, Xiaohua, i 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.

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Rustom, Anahita Afrin. "Examining the French and English language proficiency of grade 11 French immersion students in British Columbia". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55888.

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The primary objective of the present study was to compare the French and English language proficiency of Early French Immersion (EFI) and Late French Immersion (LFI) students nearing the time of high-school graduation. This research was undertaken as a means of exploring the effect of age on second language proficiency, in the context of French immersion. Four indicators of language proficiency were examined: receptive vocabulary knowledge, grammar knowledge, listening comprehension, and pronunciation. Participants were evaluated in French and English. Results demonstrated no significant differences between EFI and LFI groups on the French language measures, suggesting evidence against the notion of a sensitive period for language learning in the context of French immersion. Subsequent analyses were conducted in which the sample was divided by home-language into bilinguals (participants who spoke only English at home) and multilinguals (participants who spoke a language other than English at home). These analyses revealed that multilinguals performed as well as, and on some measures better than bilinguals in both languages, with the exception of English pronunciation. Higher language aptitude and motivation to learn a foreign language observed in the multilingual group were factors that could explain these results. Due to the better performance of multilinguals and the uneven distribution of multilinguals across EFI and LFI groups, it is unclear whether this study provides evidence against age effects in formal language education. The results emphasize the success of multilinguals in EFI and LFI, but also highlight the need to account for the changing demographics of students in French immersion programs in future studies.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate

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Bejarano, Marie Naomi. "Adult Second Language Learners' Social Network Development and Perceived Fluency Gain in an Immersion Environment". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4160.

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This study investigated the social networks developed by language learners and their relationship with perceived changes in the learners' fluency in the context of an intensive English as a second language (ESL) program. Using data from the Study Abroad Social Interaction Questionnaire (SASIQ) to determine SN development and native speaker ratings to determine perceived fluency, a simple linear regression to test the relationship between social network variables and fluency gain, as well as a hierarchical regression measuring (a) the combined effect of variables previously found to be significant in fluency gain, and (b) the additional joint effect of the remaining social network variables. We found that participants were successful in developing complex social networks, and that their oral fluency did increase significantly in connection with their social networks. Density (the average number of people listed in a social group) was the most important factor when only social network variables were considered. In the hierarchical regression, initial proficiency level and the percentage of native English speakers in the network were the most significant of the established variables in the first step, and overall size and density were the most important of the added social network variables in the second step.

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Alcaraz, Molly Marie. "Perspectives From SEI Teachers Instructing In Arizona's Four-Hour ELD Block". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202757.

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In 2000, the passage of Proposition 203 in Arizona virtually replaced bilingual education with a Structured English Immersion (SEI ) program. In 2006, the State legislature passed House Bill (HB) 2064 which essentially segregated ELL students for four hours of the school day in an SEI classroom in which English Language Development (ELD) was taught. In 2008, the four-hour SEI block was mandated in public schools across Arizona.This study investigated the lived experiences of public school teachers teaching the four-hour SEI block, the relationship between what these teachers know about second language acquisition and the strategies they utilized, and what they identified as the strengths and weaknesses that resulted from the four-hour SEI block and its implementation.Nine K-12 SEI teachers from one school district in Southern Arizona participated in this study. Qualitative research methodologies were used to collect and analyze data.The results of this study showed that teachers' experiences and teaching strategies were diverse and greatly influenced by their classroom composition, professional development, interpretation of the laws surrounding the program, and directives given by administrators. Findings from this research also indicated that teachers identified substantially more concerns than advantages related to the four-hour SEI program. Specifically, teachers thought the SEI classroom provided a safe environment in which students could practice English. However, teachers were concerned about the negative social and academic repercussions experienced by ELLs as a result of the SEI program and also expressed their own professional concerns related to the four-hour model.

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Pei, Miao, i 裴淼. "Scaffolding and participation in classroom interaction: perspectives from English immersion teaching in thePeople's Republic of China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37391471.

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Arias, Robert Gabriel. "Antidote to marginalism: An alternative method of instruction for English language learners". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3333.

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Qin, Yuan. "Becoming an early partial English immersion teacher in Chinese context : a case study in Macao". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2180964.

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Olaya, Leon Alba. "Listening to Learners’ Voices about their Experiences in a Sheltered Immersion/Newcomers Program". OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1712.

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The purpose of this study is to explore the beliefs of students, teachers and parents regarding new students’ experiences in a Sheltered Immersion/Newcomers Program in a K-8 school district to provide recommendations and implications for other schools who are or wish to develop similar programs. The participants were given opportunities to reflect and dialogue about their experiences in this type of bilingual program through the implementation of Participatory Action Research (PAR). The research questions inquire about how language learners make sense of their experience of becoming bilingual and the factors that encourage or inhibit their engagement.

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Duncombe, K. Peter. "How successful is the 'immersion' of children whose 'mother tongue' is not English into the English language section of one European School?" Thesis, University of Leicester, 2006. http://hdl.handle.net/2381/30909.

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The European School system, which is funded by the European Union and its member states, has one of the most comprehensive multi-lingual educational programmes in existence: all students learn not only their own language but also a first and second `foreign' language. Its organisation into different language `sections' is problematic as these do not always correspond with the students in the schools, many of whom speak a different first language from that of the section to which they belong. This study examined the experience of a small group of these students. Adopting a qualitative approach, and using a case study approach, it focuses on issues to do with language and `culture'. The methodology involved both interviews and observation. These included both individual interviews with students and parents, as well as one group interview. The students were also observed in lessons and about the school. Although factors affecting individual students were found to be important, the study strongly suggests that the status of the languages concerned within the school and local society, as well the nature of the educational systems from which the students, or their parents, came, had a considerable effect on how well the students were able to make a successful adjustment to the multi-lingual environment of a European School. The study concludes that the diversity present in the language section of the European School studied necessitates a re-evaluation of the effectiveness of the European School system for it would seem that the presence of many `native' speakers in `foreign languages' courses means that the level of the class is often too challenging for the other students. Additionally, while some students are having their languages supported, others find themselves being `immersed' into language sections and experiencing loss of competence in their own language.

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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.
Department of English

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Charbonneau-Gowdy, Paula. "May I come in? : social identity and investment issues for a group of Ukrainian military officers in a NATO-sponsored immersion program". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31095.

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After a decade of suffering from a lack of attention in second language research, interest in motivational issues has recently shifted the focus of its analysis from the individual as learner to learning as participation in social activities and social worlds. If we accept the notion that language learning results from involvement in communicative events, then to what degree learners participate in an event, if at all, is crucial to that learning. In this thesis I add to the body of research that has begun to examine the complexities of the interface between individuals and learning contexts. I examine the historical, cultural and personal influences that a group of Ukrainian military officers bring to a NATO sponsored immersion program, as well as their perceptions of their place within the power structures that are inherent to this setting.
I argue that for the group of learners in this study, second language acquisition theories have not provided an adequate explanation for the reason why they did or did not participate in communicative events both inside and outside the classroom. Drawing on Vygotsky's (1962, 1978) language learning theories and Peirce's (1989, 1993, 1995, 1997) notions of social identity and investment to support my findings, I identify elements that served to marginalize these learners and disempower them, and which were responsible for their apparent lack of investment in language learning. I also suggest how, for some of these officers, changes in their social identities led to more opportunities to practice English and eventually to feel empowered both during the language course and once they returned home.

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Brewis, Cynthia Katharine. "A qualitative and quantitative analysis of transitional year English language arts in early French immersion in British Columbia". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq24095.pdf.

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Gonzalez, Katelynn N. "The Empathy of Immersion: An Exploration of Battlefield 1 Through the Lense of Empathetic Virtual Reality". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3677.

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This thesis examines two works from different mediums, the short story “How to Tell a True War Story” by Tim O’Brien and the video game Battlefield 1, to compare how each constructs empathy using virtual reality and mimetic communication between audience and the work. The thesis draws from both digital media studies and affect theory to construct a nuanced view of how empathy functions in the works. The body responds to empathy physically. As social creatures, humans feel the emotions of those around them, even if those around them are virtually constructed. In other words, the thesis will explore how video games have been used historically and what their effects are on gamers, especially gamers’ bodies and emotional responses to the constructed virtual reality. This work aims to show how the lines of fiction and reality become blurred to establish empathy within a narrative and virtual reality space.

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Salgado, Herlinda Arlene Galve. "Teachers' Perspectives on Academic Achievement and Educational Growth of U.S.-Born Hispanic Students in a Midwestern Spanish Language Immersion Program". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123631.

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Elementary Spanish language immersion programs have become more popular in the educational field in the United States to support the academic achievement of minority students. The final goal of immersion programs is to develop proficiency in the home language and dominant language, identified as first language (L1) and second language (L2), to impact the understanding of academic concepts.

This study explores teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievement and educational growth in a Spanish language immersion program. Ultimately, the study aimed to identify processes that educational leaders could incorporate into instructional models to improve as many Hispanic students’ experiences and outcomes as possible. Research questions explored include: 1) What are teachers’ perspectives of U.S.-born ELL Hispanic students’ academic achievements in a Spanish language immersion program? 2) What are the trends, such as social, behavioral, and cultural, that teachers perceive about the academic growth of U.S.-born ELL Hispanic students in a Spanish language immersion program? and 3) What do teachers perceive to be the processes that educators can incorporate in the Spanish language immersion program to improve the academic achievement of U.S.-born ELL Hispanic students?

A semi-structured interview and focus groups were used to approach the participating teachers (n=10) from one elementary school, identified as the pseudonym a Midwestern Spanish Language Immersion Program (MSLIP), that provides 80% of instruction in Spanish and about 20% in English for ELLs. Data analyzed for this study included secondary sources composed of information such as standardized test scores, behavior incident reports, attendance, age, parents’ ethnicity and school background, and years of schooling at MSLIP.

Major findings from this study showed that teachers at MSLIP perceive that U.S.-born ELL Hispanic students benefit from learning academics in their home language as students had better comprehension of content. However, MSLIP teachers recognized that having a 50/50 bilingual immersion model would facilitate a balanced program to succeed academically in the United States. Recommendations for further research includes among others: developing strategies to overcome the educational trends to perform in the subject content in both languages, English and Spanish; and research how the “deficit perspective” is affecting the teachers’ practices in urban settings since this is a distractor for teachers improving their professional practices.

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Machado-Casas, Margarita Esperanza. "Two-Way Immersion: Parental choice for a successful and culturally diverse future". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2366.

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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.

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Muntean, Brooke. "Academic and Social Experiences of Spanish Native Speakers in an Immersion Program". ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1333.

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The purpose of this research is to explore the academic and social experiences of English learners (ELs) in a Spanish immersion program. The researcher is specifically interested in learning about both the English and Spanish language acquisition of these ELs, as well as their social interactions as this pertains to their academic development. The participants were a sample of 12 Spanish native speakers who were working towards acquiring both social and academic English. Additionally, the researcher interviewed five other students who were in the Spanish immersion program, but who were not included in the ESOL class. These 17 students represented a wide range of English language proficiencies, ranging from emergent to advanced, and were in the ninth grade during the period of data collection. The researcher also interviewed five of these students' teachers, so as to gain a better understanding of the experiences of these heritage speakers. Data were collected over the course of the 2009-2010 school year through observations, interviews, sociograms, and ongoing assessments. These assessments were collected from several sources, including an English language assessment that was administered by the ESOL coordinator, an ongoing school-wide assessment of lexile scores, and an English and Spanish informal reading inventory. The findings of this study were divided into two meta themes of the academic and social experiences of the student participants. In investigating these students' academic experiences, the researcher found that the 22 participants placed a considerable emphasis on language development, particularly in the maintenance of the Spanish native speakers' heritage language. A sizeable need existed, however, for instruction that was better differentiated to the wide range xv of proficiencies that these students demonstrated in both English and Spanish. Through the analysis of the participants' social experiences, the researcher also discovered that a strong sense of community existed amongst the participants in the ESOL and immersion programs. This interconnectedness, however, led to an insular behavior amongst the Spanish native speakers, which further exacerbated the racial tension that existed at Greenwood High. Greenwood as a whole would greatly benefit from the fostering of intercultural sensitivity amongst this multicultural and multilingual student body.

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Erdos, Caroline. "Predicting language and literacy outcomes of typically-developing and at-risk English-speaking elementary students in French immersion programs". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103492.

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Many children around the world are educated in a second language, be they speakers of the majority language of the community in which they are educated or speakers of a minority language. Research has demonstrated the effectiveness of second language immersion for typically-developing students and students who are disadvantaged in the academic environment of schooling due to low levels of academic ability, disadvantaged socio-economic background, or minority ethnic group status (for a review see Genesee, 2006). In contrast, although it is generally thought that the level and kind of first language (L1) ability that children acquire prior to coming to school, and especially in domains related to literacy, are important predictors of success in school, there is little research on individual differences in second language (L2) reading and oral language development of immersion students and, in particular, on students who might be at risk for reading or oral language difficulties (Genesee, 2006). We studied 86 English-dominant children in early French Immersion (FI) programs from Fall of Kindergarten (K) to Spring of Grade 1 and tested them at three time points: Fall K, Spring K, Spring Grade 1. Our sample included both typically-developing and at-risk children and our test battery included a broad range of oral language and literacy related predictor and control measures. Consistent with extensive L1 research (e.g., NICHD, 2000), the best K predictors of L2 decoding in Study 1 were knowledge of the alphabetic principle in English and phonological awareness in English. Contrary to what others have found (Jared, Cormier, Levy, & Wade-Woolley, 2006), knowledge of French at K entry was a third significant predictor. The same variables were significant predictors of French reading comprehension, with the added contribution of scores related to oral language skills in L1, suggesting that oral language abilities play an important role in reading comprehension. Furthermore, we were able to test a popular theory of reading, the Simple View of Reading (Gough & Tunmer, 1986), and provided support for its intra- but not cross-linguistic applicability. Study 2 involved an investigation of both oral language and literacy outcomes of children who were either typically developing or at risk for difficulties in the area of oral language or literacy. This study provides three-pronged evidence for the distinctiveness of oral language impairment and reading impairment, namely that 1) performance on oral language predictor measures was largely independent of performance on literacy predictor measures, suggesting that each domain constitutes a distinct underlying construct; 2) the most significant predictors of oral language and of literacy difficulties were different -- that is, phonological awareness (PA), phonological recoding, and letter-sound knowledge in L1 in K were significant predictors of risk for reading difficulties in L2 while performance on L1 sentence repetition, PA, and tense marking tests in K were the best predictors of risk for L1 and L2 oral language difficulties; and 3) three distinct subgroups were found in our sample and included children with oral language difficulties, children with literacy difficulties, and children presenting with difficulties in both domains. English L1 measures taken at the earliest time point (Fall K) and at the end of that academic year (Spring K) both predicted Grade 1 outcomes to a significant extent, although the latter predictors were more accurate. Overall, our results suggest that risk for oral language and reading development are distinct; and it is possible to identify, early on, children who are likely to struggle in the domains of oral language or literacy, even if they are schooled in an L2. Our findings further suggest that it is possible to predict the specific domain that is likely to be difficult for them.
Des études ont démontré l'efficacité des programmes d'immersion dans une langue seconde, tant pour les élèves qui se développent normalement que pour ceux qui sont désavantagés au plan académique soit à cause d'un rendement académique faible, soit en raison de l'appartenance à un milieu socio-économique défavorisé ou encore à un groupe ethnique minoritaire (voir Genesee, 2006, pour un résumé). Par contre, bien qu'il y ait une tendance à croire que la nature de la première langue (L1) ainsi que le niveau de développement dans cette langue avant l'entrée à l'école soient un prédicteur important du rendement académique surtout dans le domaine de la littératie, il y a peu d'études au sujet des différences individuelles notées au plan de la littératie et du langage oral dans une deuxième langue (L2) chez les élèves en immersion et surtout chez les élèves qui sont à risque de présenter des difficultés au plan de la littératie ou du langage oral (Genesee, 2006). Quatre-vingt-six (86) élèves scolarisés dans un programme d'immersion française (IF) précoce et ayant l'anglais comme langue dominante ont été évalués à trois moments distincts, soit à l'automne de la maternelle, au printemps de la maternelle et au printemps de la première année. Notre échantillon comprenait des enfants qui se développaient normalement ainsi que des enfants à risque de présenter des difficultés au plan du langage écrit ou du langage oral. Notre batterie de tests était formée d'un grand éventail d'épreuves de langage oral et de langage écrit. En accord avec la vaste littérature existant déjà au sujet de L1 (e.g. NICHD, 2000), les résultats de notre première étude ont démontré que les meilleurs prédicteurs à la maternelle pour le décodage en L2 étaient la connaissance du principe alphabétique en anglais et la conscience phonologique en anglais. Contrairement à ce que d'autres chercheurs ont trouvé (Jared, Cormier, Levy, & Wade-Woolley, 2006), la connaissance du français lors de l'entrée à la maternelle est apparue comme un troisième prédicteur significatif. Les mêmes variables ont été des prédicteurs significatifs de la compréhension en lecture, avec la contribution additionnelle des scores reliés au langage oral en L1, ce qui suggérait que les habiletés de langage oral jouent un rôle important en ce qui a trait à la compréhension en lecture. De plus, nous avons pu évaluer une théorie populaire qui porte sur la lecture, la théorie 'Simple View of Reading' (Gough & Tunmer, 1986). Nos résultats indiquaient que cette théorie était applicable de façon intralinguistique, mais pas de façon interlinguistique. Dans une deuxième étude, nous avons examiné le développement du langage oral et de la littératie chez des élèves se développant normalement ou à risque de présenter des difficultés au plan du langage oral ou du langage écrit. Cette étude a mis en évidence le caractère distinct des déficits notés soit au plan du langage oral, soit au plan du langage écrit, et ce, à trois niveaux. Même si les épreuves ont été administrées à un moment où les élèves n'avaient pas encore reçu d'enseignement en langage écrit, leur performance en anglais, langue maternelle, au début de la maternelle ainsi que celle observée à la fin de la maternelle étaient toutes les deux un prédicteur significatif de leur performance en première année. Toutefois, la performance à la fin de la maternelle est apparue comme un prédicteur plus précis. Globalement, nos résultats suggèrent l'existence de profils de risque distincts pour les difficultés au plan du langage écrit et pour celles notées au plan du langage oral. Ces résultats indiquent également qu'il est possible d'identifier très tôt les enfants qui ont de fortes chances d'avoir des difficultés de langage oral ou de langage écrit, et ce, même s'ils sont scolarisés dans une L2. Finalement, nos résultats suggèrent qu'il est possible de prédire le domaine spécifique qui pourrait être une source de difficulté pour ces enfants.

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Smithee, Allen. "Changes in Cultural Capital for Native English and Native Spanish-Speaking Families' Children Who Do and Do Not Participate in an Elementary Spanish Dual Immersion Program". DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7074.

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This study is framed in Bourdieu’s theory of capital, which asserts that the choices we make are usually designed to help us become better off economically; that economic capital is, to some degree, exchangeable with other types of capital (e.g., social and cultural); and that other types of capital can be exchanged for economic capital. The purpose of this study was to understand which forms of capital native English-speaking and native Spanish-speaking families believed they would acquire by choosing to participate in or not participate in Spanish dual language immersion. In this study I interviewed four native Spanish-speaking students who did not participate in dual language immersion, and their parents, and four native English-speaking students who did participate in dual language immersion, and their parents. I also conducted a focus group with the teachers of both the native Spanish and native English-speaking students. I found that the native English-speaking families perceived that they were able to use the dual language immersion program to gain many forms of capital. By contrast, the native Spanish-speaking families also perceived that they gained capital by not participating in the program, but not as much as if they had participated in dual language immersion. I suggest some ways to make participation in dual language immersion more equitable for all families.

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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English". Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.

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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.

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Foger, Tani. "The effects of partial Hebrew language immersion in pre-school on English (L1) and Hebrew (L2) reading skills in first grade /". Ann Arbor, MI : University Microfilms, 2006. http://proquest.umi.com/dissertations/preview/3222421.

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Bérubé, Daniel. "Acquisition of English and French language proficiency and reading comprehension of multilingual students in French immersion programs : a 3-year longitudinal study". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44582.

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This dissertation consists of three articles that explore the oral language proficiency and reading skills in the second language (English) and third language (French) of multilingual students in Canadian French immersion programs. Oral language proficiency included measures of vocabulary knowledge and listening comprehension. In this dissertation, multilingual students are children who are exposed to a home language other than English or French. Chapter 2 shows that multilingual students developed oral language proficiency and reading skills differently from bilingual English-French students in Grades 4 and 6. This emphasizes the importance of studying multilingual learners in greater detail, and several factors such as first language and the interdependence between the L2 and L3 are identified as contributors of English and French proficiency. Chapter 3 examines the relationship between first language typology—defined as the classification of languages according to their structural characteristics (e.g. phonological and writing systems)—and the development of English and French language proficiency and literacy skills in groups of students who are either literate in an alphabetic first language (e.g. Spanish) or literate in a logographic/syllabary first language (e.g. Chinese). Results indicated that students with an alphabetic first language showed advantages in reading comprehension. However, there was no difference in word reading and pseudoword reading. A more accurate picture of what facilitates reading in English and French is enhanced when differences in oral language proficiency are also considered. It was found that vocabulary knowledge had a greater influence on reading comprehension in both English and French in students who were literate in an alphabetic first language rather than a logographic first language. The fourth chapter further explores other factors associated with multilingual students’ oral language proficiency and reading skills in French: socio-linguistic factors (e.g. motivation, socio-economic status, amount of reading in French), metalinguistic awareness factors (e.g. morphological awareness), and language proficiency factors (e.g. vocabulary knowledge and listening comprehension). Controlling for amount of reading in French and morphological awareness in English, regression analyses showed that oral language proficiency and reading comprehension skills in English were the best predictors of oral language proficiency and reading comprehension skills in French.

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