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Exploring student integration patterns in two-way immersion schools

posted 4 Aug 2011, 01:57 by Manuel F. Lara   [ updated 4 Aug 2011, 02:00 ]

by Martinez, Martha I., Ph.D., UNIVERSITY OF OREGON, 2011, 297 pages; 3450473

Advisor: Stevens, Joseph
Source: DAI-A 72/06, p. , Dec 2011
Source Type: Ph.D.
Subjects: Bilingual education; Educational leadership; Education Policy; Elementary education; Hispanic American studies
Publication Number: 3450473


Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty, majority-minority schools. This study used a mixed methods research design to examine student integration issues in two elementary schools. Enrollment data from 1999-2009 were analyzed using both descriptive and inferential statistics. Grounded theory was used to analyze data from interviews, focus groups, observations, and archival documents.

The demographic analyses revealed trends that are consistent with demographic changes nationally: an increasing Latino population and a decreasing White population. In terms of instructional integration patterns, the following findings were consistent for both schools. Prior to the introduction of TWI, students with Individualized Education Programs (IEPs) were evenly distributed among 4th/5th grade classrooms. After TWI, significantly more students with IEPs were in the English only than in TWI classes. In addition, after TWI, significantly more English speakers who qualified for free/reduced meals were found in the English only classes. However, Spanish speakers, who were almost exclusively located in TWI, had significantly higher free/reduced meals rates than English speakers in either TWI or English only classes.

The central theme to emerge in the grounded theory study was "Negotiating the Value of Spanish," a process that occurred over many years as both schools grappled with a growing Latino population. Using Bourdieu's concept of cultural capital, I suggest that the introduction of TWI commodified Spanish within the mainstream educational program, providing cultural capital gains for Spanish speakers as a result. TWI provided the justification and resources for hiring more bilingual staff, for purchasing Spanish curriculum materials, for providing professional development in Spanish and about Spanish literacy, for increasing outreach to Spanish speaking families, and for prioritizing Spanish speakers' access to the program. Spanish speakers and their families thus gained greater access to the curriculum and the life of the school, and staff began to see Spanish speakers differently.

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Attitudes of parents and teachers toward bilingual education

posted 4 Aug 2011, 01:52 by Manuel F. Lara   [ updated 4 Aug 2011, 01:54 ]

by Rios, Gilda, M.Ed., The University of Texas - Pan American, 2011, 96 pages; AAT 1494856

Abstract (Summary)

The importance of bilingual education has caught the attention of public school administrators. The current study used a quantitative approach to investigate the perceptions of bilingual education of teachers and parents from a selected elementary school in South Texas. Bilingual education is used in this study to describe the study of two languages among students. The term "bilingual education" can have multiple meanings to many people so we wanted to understand what people believed of educating students among two languages being that the area in which this study was conducted has traditionally rejected bilingual education. There were a total of 91 subjects who volunteered participation. The analyses of the data used a Two - Way ANOVA with the F Distribution to measure whether there was a significant difference between the means of group and trials and tested the null hypothesis at a .05 alpha level of significance. The difference between trials was significant at the .01 alpha level even when utilizing the conservative degrees of freedom. The difference between groups and the difference between groups and trials were not statistically significant. The findings of this study have implications for school districts who desire to better understand the perceptions of parents and teachers toward bilingual education.

Indexing (document details)

Advisor:Ruiz-Escalante, Jose A.
Committee members:Gomez, Leo,  Esquierdo, Jennifer J.,  Diaz, Zulmaris
School:The University of Texas - Pan American
Department:Department of Curriculum and Instruction
School Location:United States -- Texas
Keyword(s):Bilingual education, Parents' perceptions, Teachers' perceptions
Source:MAI 49/06, Dec 2011
Source type:Dissertation
Subjects:Bilingual education, Early childhood education, Elementary education
Publication Number: AAT 1494856
Document URL: d=79356&RQT=309&VName=PQD
ProQuest document ID:2395762891

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