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A Dual Language Program and the Acad...

Rivera, Providencia.

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A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study./
Author:	Rivera, Providencia.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	224 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742233
ISBN:	9781339347769

A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study.
Rivera, Providencia.

A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 224 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2015.

Programs fostering bilingualism have been shown to create higher academic achievement for both Hispanic students and native English speakers. While the literature indicates that English language learners (ELLs) perform better on standardized tests that ELLs in English-only programs, it was not known how principals, teachers, and parents influenced the academic achievement of English language learners in a dual language program at the K-3 elementary level. This study was framed through the lens on Vygotsky's cognitive and socio-cultural and Krashen's second language acquisition theories. A qualitative case study approach was chosen to support the core of this research study. The following research question guided this study: How did principals, teachers, and parents influence the academic achievement of English language learners in a dual language program at the K-3 elementary level? This study utilized a purposeful sampling strategy. The principal, vice-principal, 12 teachers, an ESL teacher's aide, and 12 parents participated in the study. To collect the data, field observations, document analysis, interviews (for staff), and two focus group (for parents) were conducted in a dual language school. Four themes emerged from the data: parental involvement, school culture, high-quality instruction, and value of bilingualism. The findings of this study suggested that being bilingual not only benefits Hispanic students, but also Native English speakers too. Students who are learning in two languages develop more creativity and ability for problem solving. Students who are fluent in more than one language are intellectually advantaged when compared to their monolingual peers. Also, students become more critical thinkers.

ISBN: 9781339347769Subjects--Topical Terms:

2122778
Bilingual education.

A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study.
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245 1 2 $a A Dual Language Program and the Academic Achievement of English Language Learners: A Case Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 224 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Jason Ward.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2015.
520 $a Programs fostering bilingualism have been shown to create higher academic achievement for both Hispanic students and native English speakers. While the literature indicates that English language learners (ELLs) perform better on standardized tests that ELLs in English-only programs, it was not known how principals, teachers, and parents influenced the academic achievement of English language learners in a dual language program at the K-3 elementary level. This study was framed through the lens on Vygotsky's cognitive and socio-cultural and Krashen's second language acquisition theories. A qualitative case study approach was chosen to support the core of this research study. The following research question guided this study: How did principals, teachers, and parents influence the academic achievement of English language learners in a dual language program at the K-3 elementary level? This study utilized a purposeful sampling strategy. The principal, vice-principal, 12 teachers, an ESL teacher's aide, and 12 parents participated in the study. To collect the data, field observations, document analysis, interviews (for staff), and two focus group (for parents) were conducted in a dual language school. Four themes emerged from the data: parental involvement, school culture, high-quality instruction, and value of bilingualism. The findings of this study suggested that being bilingual not only benefits Hispanic students, but also Native English speakers too. Students who are learning in two languages develop more creativity and ability for problem solving. Students who are fluent in more than one language are intellectually advantaged when compared to their monolingual peers. Also, students become more critical thinkers.
520 $a Keywords: Dual language programs; English language learners; Bilingual Education; Early Childhood; Elementary School.
590 $a School code: 1582.
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650 4 $a Elementary education. $3 641385
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