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Dual immersion programs in predomina...

Block, Nicholas C.

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Dual immersion programs in predominantly Latino schools.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Dual immersion programs in predominantly Latino schools./
作者:	Block, Nicholas C.
面頁冊數:	204 p.
附註:	Adviser: Mary Poplin.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259940

Dual immersion programs in predominantly Latino schools.
Block, Nicholas C.

Dual immersion programs in predominantly Latino schools. - 204 p.

Adviser: Mary Poplin.

Thesis (Ph.D.)--The Claremont Graduate University, 2007.

Predominantly Latino (or Hispanic) schools have grown in number throughout the United States, especially in the southwest portion and in California. Dual immersion programs have increasingly been established in such schools, where English-dominant Latino students serve as English models for their Spanish-dominant peers, who, in turn, are Spanish models for the English-dominant students. This study compared standardized test scores of English-dominant Latinos and initial English language learners (ELLs) in dual immersion (also called two-way or bilingual immersion) programs with scores of comparison groups in mainstream English programs. The scores of 193 fourth and fifth grade students from three different schools were analyzed. Also, through questionnaires, qualitative information was gathered to study intergenerational relationships and language attitudes of students in both programs, as well as characteristics of parents and their motivations for their choice of program.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Dual immersion programs in predominantly Latino schools.
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500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1279.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2007.
520 $a Predominantly Latino (or Hispanic) schools have grown in number throughout the United States, especially in the southwest portion and in California. Dual immersion programs have increasingly been established in such schools, where English-dominant Latino students serve as English models for their Spanish-dominant peers, who, in turn, are Spanish models for the English-dominant students. This study compared standardized test scores of English-dominant Latinos and initial English language learners (ELLs) in dual immersion (also called two-way or bilingual immersion) programs with scores of comparison groups in mainstream English programs. The scores of 193 fourth and fifth grade students from three different schools were analyzed. Also, through questionnaires, qualitative information was gathered to study intergenerational relationships and language attitudes of students in both programs, as well as characteristics of parents and their motivations for their choice of program.
520 $a The analysis demonstrated that overall, dual immersion students achieved as well or better than their peers in mainstream classes on the fourth and fifth grade English Language Arts California Standards Test (ELA CST), though not at statistically significant levels. Dual ELLs attained these scores despite lower first grade English proficiency (CELDT) levels. Dual immersion students generally performed better than mainstream students on the Mathematics California Standards Test, with fifth grade ELLs showing a statistically significant advantage. Parents of English-dominant students in dual immersion had higher socio-economic levels than parents of students in mainstream classes, while parents of dual ELLs had basically the same profile as those in mainstream programs, though with slightly less education and significantly less English use at home.
520 $a Regarding social outcomes, participation in dual immersion programs was associated with greater development of intergenerational relationships in family and community when compared with mainstream students. Though mainstream parents were generally satisfied with their students' development, some were concerned about the loss of ability to speak with family in Spanish. Participation in the dual program was also associated with positive attitudes towards English and Spanish, and towards students who have different language backgrounds or physical appearance.
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