Dissertation/Thesis Abstract

Dual Language Two-Way Immersion Programs: Exploring Instructional Practices that Promote Literacy Proficiency for Spanish-Speaking English Language Learners
by Goldman, Sharon Raye, Ed.D., The University of North Carolina at Chapel Hill, 2018, 303; 10787453
Abstract (Summary)

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.

Indexing (document details)
Advisor: Brown, Kathleen M.
Commitee: Aiken, Charles A., English, Fenwick W.
School: The University of North Carolina at Chapel Hill
Department: Educational Administration
School Location: United States -- North Carolina
Source: DAI-A 79/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
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
Publication Number: 10787453
ISBN: 9780355860962
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