Dissertation/Thesis Abstract

A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program
by Ma, Elizabeth C., Ed.D., University of Southern California, 2010, 177; 3434551
Abstract (Summary)

The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program. These programs were chosen for several reasons. First, comparative studies on the various variables and constructs relating to English Learners in these two instructional models are not abundant. Second, various studies from Thomas and Collier (2002), Klesmer (1994), Ramirez et al (1991), Cummins (1981) concluded that Dual Language Immersion students had higher academic achievement. Thirdly, the question of whether the additive and subtractive models associate with different motivational outcomes for English Learners has not been adequately addressed.

The result showed significant differences in DL students attributed higher task values to English language arts and reported higher self-efficacy in English grammar than those in the TBE Program. Second, DL teachers considered students’ needs and cultures when lesson planning. Third, DL teachers used grouping much more. Fourth, DL teachers were more willing to allow students to have more autonomy, authority and were more flexible in decision-making and planning and in the use of time as outlined by the TARGET protocol.

Indexing (document details)
Advisor: Rueda, Robert
Commitee: Fischer, Linda, Garcia, Pedro
School: University of Southern California
Department: Education(Leadership)
School Location: United States -- California
Source: DAI-A 72/03, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Bilingual education, English as a Second Language, Elementary education, Educational psychology
Keywords: Dual language immersion, Immersion, Interest, Self efficacy, Student motivation, Task value
Publication Number: 3434551
ISBN: 9781124414768
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