This study compares the academic achievement and language acquisition performance of dual immersion students presently attending the Two-Way Spanish-English Dual Immersion program and non-dual immersion students that are attending the same school in a monolingual classroom. The study builds on prior studies regarding dual immersion programs and their academic effects on student achievement. The performance of students in kindergarten through grade five who participate in the Two-Way Spanish-English Dual Immersion Program in District XYZ are compared to those students who attend the same school but do not participate in the Two-Way Spanish-English Dual Immersion Program. Both sets of students have completed all years of their schooling at the same school to give validity to the study. The use of common state and district assessments has been used to provide quantitative data that can be analyzed using reliable statistical measures to determine the effects of the Two-Way Spanish-English Dual Immersion Program against the students who participate in the general monolingual classroom receiving instruction in English only. Surveys administered to students, parents, and teachers will contribute to the qualitative portion of the study. The qualitative data provide personal knowledge and perspectives of the Two-Way Spanish-English Dual Immersion program.
|Commitee:||Webb, Catherine, Merwin, Greg|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Foreign language education, Elementary education|
|Keywords:||Academic achievement, Dual immersion, Language acquisition, Second language, Spanish language, Two way|
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