Dissertation/Thesis Abstract

Language development of fourth grade students at a transitional bilingual school: A look at the personal experiences and perspectives of students who have completed a transitional bilingual program
by Thun, Lupe, M.A., Mills College, 2012, 65; 1511220
Abstract (Summary)

The purpose of this study was to discover how 4th grade students have experienced learning in a transitional bilingual program. The students that participated in the study are all English Language Learners (ELLs), whom I taught during my student teaching last year. This study also includes several of the students' past and current teachers. In addition, I wanted to find out how the students' perspectives about their own language development affected their self-confidence, their relationships with their families and siblings, and how it impacted their school experiences. My process in this study was executed through personal interviews with students and teachers from my previous student teaching placement at a Transitional Bilingual School in San Lorenzo. My prediction in this study was that students would report that being bilingual added to their self-confidence and their language skills. I expected to find that the teacher's perspectives would reflect the student's experiences and perspectives.

Keywords: English Language Learners (ELL's), perspective, pragmatic awareness, transitional bilingual program (TBP).

Indexing (document details)
Advisor: Shimpi, Priya, Kroll, Linda
Commitee: Alvarez, Laura, Kroll, Linda, Shimpi, Priya
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 50/06M, Masters Abstracts International
Subjects: Elementary education, Language
Keywords: Bilingual, Elementary, Ell, Language, Self-confidence, Transitional
Publication Number: 1511220
ISBN: 978-1-267-36617-7
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