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The Relationship Between Bilingual P...

Perdomo, Joshua.

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The Relationship Between Bilingual Programming Decisions and Addressing the Achievement Gap Among English Language Learner Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Relationship Between Bilingual Programming Decisions and Addressing the Achievement Gap Among English Language Learner Students./
作者:	Perdomo, Joshua.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	77 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Bilingual education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30493618
ISBN:	9798380840194

The Relationship Between Bilingual Programming Decisions and Addressing the Achievement Gap Among English Language Learner Students.
Perdomo, Joshua.

The Relationship Between Bilingual Programming Decisions and Addressing the Achievement Gap Among English Language Learner Students. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 77 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Concordia University Chicago, 2023.

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

The achievement gap among English language learners (ELLs) continues to be a problem in education. While Illinois requires all school districts to provide language services to ELLs, the state does not dictate which bilingual program model must be used to provide these services. Therefore, the purpose of this study was to understand why certain bilingual program models are selected by school district leaders in Illinois and the impact it has on addressing the students' achievement gap for ELLs. Grounded theory and Cummins's (2007) second language acquisition theory are essential components of this research. These theories serve as the theoretical foundations for this qualitative research. Three data collections tools were used throughout this qualitative research study: questionnaire, focus group and one-on-one interviews. 22 school district leaders from suburban Illinois school districts participated in the research study. As a result of the research study, four findings were identified; dual language is the bilingual program model of choice, bilingual programming implementation matters, decisions impact achievement gap, and teacher shortage is a growing concern. Due to complexity of this topic additional research is needed to better understand how to continue to address the achievement gap among ELLs.

ISBN: 9798380840194Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Academic achievement

The Relationship Between Bilingual Programming Decisions and Addressing the Achievement Gap Among English Language Learner Students.
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500 $a Advisor: McNulty, Anastassia.
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506 $a This item must not be sold to any third party vendors.
520 $a The achievement gap among English language learners (ELLs) continues to be a problem in education. While Illinois requires all school districts to provide language services to ELLs, the state does not dictate which bilingual program model must be used to provide these services. Therefore, the purpose of this study was to understand why certain bilingual program models are selected by school district leaders in Illinois and the impact it has on addressing the students' achievement gap for ELLs. Grounded theory and Cummins's (2007) second language acquisition theory are essential components of this research. These theories serve as the theoretical foundations for this qualitative research. Three data collections tools were used throughout this qualitative research study: questionnaire, focus group and one-on-one interviews. 22 school district leaders from suburban Illinois school districts participated in the research study. As a result of the research study, four findings were identified; dual language is the bilingual program model of choice, bilingual programming implementation matters, decisions impact achievement gap, and teacher shortage is a growing concern. Due to complexity of this topic additional research is needed to better understand how to continue to address the achievement gap among ELLs.
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