東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Language Acquisition in Bilingual Ed...

Antoine, Rhonda Gracey.

Linked to FindBook

Google Book

Amazon

博客來

Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools./
Author:	Antoine, Rhonda Gracey.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Elementary education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548272
ISBN:	9781658426213

Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools.
Antoine, Rhonda Gracey.

Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 157 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--St. John's University (New York), 2020.

This item must not be sold to any third party vendors.

With a growing English Language Learners (ELL) population in New York State (NYS), schools need to investigate best practices to serve this population. Based on a NYS Regulation, CR 154-2, districts with 20 or more ELL students who speak the same language at any given grade level should provide bilingual education (BE) all day, while districts with fewer than 20 students who speak the same home language at any given grade level may take English as a New Language (ENL) classes all day. Bilingual classes, where instruction is provided in a mix of English and the students' home language, typically serve students with lower levels of English proficiency as compared with ENL classes, where students are fully immersed in English language-based instruction for some part of the day, despite their English proficiency scores. As a result, the experiences of these two groups of students are very different in terms of their English language exposure in the classroom. This mixed methods singular exploratory case study examined the gains the grades 2-5 students in the bilingual classes (n = 270) demonstrated in reading, writing, listening, speaking and overall English language acquisition skills, as measured by the NYSESLAT, in comparison to the students in the ENL classes (n = 145). The current study also examined the teachers' perceptions of the pedagogical and methodical practices and English language use that they apply in their ELL classrooms, and why they believed their approach was the most effective practice to increase the rate of students' English language acquisition. The findings from comparing NYSESLAT scores between the two groups using ANCOVA revealed that students in bilingual classes showed more gains in writing and speaking and students in ENL classes showed more gains in reading, listening, and overall. Teachers of bilingual classes focused more on teaching language acquisition skills in regards to the four modalities and teachers of ENL classes focused more on grade-level content. It is suggested that both classes are effective and teachers, regardless of the class they teach, should focus on both content and language acquisition skills since they are both closely related.

ISBN: 9781658426213Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

ELL

Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools.
LDR:03555nmm a2200385 4500 001 2282739
005 20211022115933.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9781658426213
035 $a (MiAaPQ)AAI27548272
035 $a AAI27548272
040 $a MiAaPQ $c MiAaPQ
100 1 $a Antoine, Rhonda Gracey. $3 3561554
245 1 0 $a Language Acquisition in Bilingual Education and Full Immersion in English as a New Language Programs: An Explorative Case Study of Three Elementary Schools.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 157 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Annunziato, Anthony.
502 $a Thesis (Ed.D.)--St. John's University (New York), 2020.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a With a growing English Language Learners (ELL) population in New York State (NYS), schools need to investigate best practices to serve this population. Based on a NYS Regulation, CR 154-2, districts with 20 or more ELL students who speak the same language at any given grade level should provide bilingual education (BE) all day, while districts with fewer than 20 students who speak the same home language at any given grade level may take English as a New Language (ENL) classes all day. Bilingual classes, where instruction is provided in a mix of English and the students' home language, typically serve students with lower levels of English proficiency as compared with ENL classes, where students are fully immersed in English language-based instruction for some part of the day, despite their English proficiency scores. As a result, the experiences of these two groups of students are very different in terms of their English language exposure in the classroom. This mixed methods singular exploratory case study examined the gains the grades 2-5 students in the bilingual classes (n = 270) demonstrated in reading, writing, listening, speaking and overall English language acquisition skills, as measured by the NYSESLAT, in comparison to the students in the ENL classes (n = 145). The current study also examined the teachers' perceptions of the pedagogical and methodical practices and English language use that they apply in their ELL classrooms, and why they believed their approach was the most effective practice to increase the rate of students' English language acquisition. The findings from comparing NYSESLAT scores between the two groups using ANCOVA revealed that students in bilingual classes showed more gains in writing and speaking and students in ENL classes showed more gains in reading, listening, and overall. Teachers of bilingual classes focused more on teaching language acquisition skills in regards to the four modalities and teachers of ENL classes focused more on grade-level content. It is suggested that both classes are effective and teachers, regardless of the class they teach, should focus on both content and language acquisition skills since they are both closely related.
590 $a School code: 0192.
650 4 $a Elementary education. $3 641385
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Bilingual education. $3 2122778
653 $a ELL
653 $a English as a new language
653 $a English language learners
653 $a Language acquisition
653 $a NYSESLAT
690 $a 0441
690 $a 0524
690 $a 0282
710 2 $a St. John's University (New York). $b SoE Educational Administration and Supervision. $3 3561555
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 0192
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548272