Education Commons^™

The Biliteracy Achievement Of Latino English Learners In Two-Way Immersion Elementary Programs, Olga Grimalt Moraga

LMU/LLS Theses and Dissertations

This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI) bilingual program to Latino English learners in a 90/10 TWI program. The scores from 55 students across four TWI programs, two 50/50 and two 90/10, were analyzed. The principal from each school was also interviewed.

Quantitative data from the district’s reading Benchmark Book Test, California Standards Test/English Language Arts and Standards-based Test in Spanish were analyzed using repeated measures ANOVA, Bonferroni Post Hoc and Chi Square to compare the means between the students’ reading achievement in …

“This Is Our Life. We Can’T Drive Home.” An Analysis Of Culturally Relevant Pedagogy As Perceived By Elementary Teachers, Students And Families In An Urban Charter School, Elaine Azalia Mcneil-Girmai

LMU/LLS Theses and Dissertations

As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap, yet the practices associated with them are in danger of meeting the same fate as multicultural …