The Spanish-speaking population in North Carolina has grown exponentially, and education professionals are implementing dual language strategies to promote greater academic proficiency for these English language learners (ELLs) in their schools. Focusing on two-way immersion (TWI) programs in public schools across the state with noted success (Thomas & Collier, 2011), specific practices and strategies being used to accomplish increased literacy proficiency for Spanish-speaking limited-English proficient students (SSLEPs) were identified. This mixed-method study focused on ‘how’ and ‘what’ these programs were doing to promote students’ literacy proficiency. A conceptual framework was used to analyze data focused on socially just education and Latino Critical theory. Four practices for dual language education found in current literature and two emergent instructional strategies were reported to have a high impact on promoting SSLEPs' success in literacy proficiency for this subgroup. Comparisons of Reading EOG assessment scores were conducted for SSLEPs enrolled in TWI to those not enrolled in TWI, and statistically significant increases in score means and proficiency were discovered for the dual language students in two out of three districts. Exit rates for LEP students were likewise higher in one district and significantly higher in the second district. A strong, positive relationship was found between the use of TWI pedagogy and increased literacy proficiency for SSLEPs.
|Advisor:||Brown, Kathleen M.|
|Commitee:||Aiken, Charles A., English, Fenwick W.|
|School:||The University of North Carolina at Chapel Hill|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Educational leadership, Reading instruction|
|Keywords:||Best practices, Dual language, Latino critical theory, North Carolina, Social justice, Two-way immersion|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be