Dissertation/Thesis Abstract

Pedagogy and Successful Practices in Dual Language Programs
by Sellards, Regula, Ed.D., Brandman University, 2015, 207; 3689317
Abstract (Summary)

The purpose of this qualitative study was to identify and describe the opinions of experts and practitioners in the field of two-way immersion (TWI) programs on key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. This study used the normative Delphi technique, where the researcher synthesized the knowledge and experience of a panel of experts and practitioners in dual language programs to identify and describe key factors and determine pedagogical strategies that support the successful transition of TWI students from elementary to middle and high school. The Delphi process involved 3 rounds, and the researcher analyzed and summarized responses from each of the rounds. The expert panelists, consisting of 7 researchers/authors, 3 principals, and 6 teachers, all researching, working, or teaching in the field of dual language education for 5 years or more, identified many key factors and pedagogical and other strategies that support the successful transition of TWI students from elementary to middle and high school. Nonpedagogical factors seemed more important than pedagogical ones. Identified as most important were teacher qualification, curriculum and program planning, communication, and administrative support. The experts also came to a consensus that engaged teachers with high language proficiency are crucial for this transition. Recommendations related to pedagogical strategies were assigned to Vygotsky's sociocultural pedagogy and Jim Cummins's transformative pedagogy. The findings of this study may provide administrators, principals, and teachers as well as parents, community, and board members guidelines and suggestions when implementing, enhancing, or improving dual language programs for students. Additionally, the insights from experts and practitioners on key factors and strategies for dual language programs allow for the development of training programs for current administrators, principals, teachers, and other staff involved with dual language programs.

Indexing (document details)
Advisor: Schneider, Stephanie
Commitee: Hightower, Len, Moodian, Michael
School: Brandman University
Department: School of Education
School Location: United States -- California
Source: DAI-A 76/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Bilingual education, Foreign Language, Education
Keywords: Bilingual education, Dual language, Pedagogical strategies, Pedagogy, Transition, Two-way immersion
Publication Number: 3689317
ISBN: 9781321684988