Education Commons^™

Investigating K-3 Spanish Dual Language Immersion Teachers' Conceptions Of Mathematics-Focused Content-Based Language Teaching, Rachel C. Reeder

All Graduate Theses and Dissertations, Fall 2023 to Present

Classroom instruction is influenced by and reflects teachers’ conceptions about their teaching. In elementary Dual Language Immersion (DLI) classrooms, teachers deliver mathematics and target-language instruction with the expectation that both can be developed concurrently. This qualitative study investigated K-3 Spanish DLI teachers’ conceptions about Mathematics-Focused Content-Based Language Teaching (MF-CBLT), which emphasizes the instructional parameters guiding teachers’ integration of content (mathematics), language (Spanish), and teaching (pedagogy).

The study examined 11 teachers’ statements and teaching samples to investigate their knowledge, beliefs, and preferences (i.e., conceptions) about MF-CBLT. A survey and individual teacher interviews provided access to what teachers had to say while …

Understanding How Emergent Bilinguals Bridge Belonging And Languages In Dual Language Immersion Settings, Marialuisa Di Stefano

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to understand how young children bridge belonging and language in a dual language immersion (DLI) setting. I developed a 10-week ethnographic study in a Spanish-English third-grade class in the Northeast of the U.S. where data was collected in the form of field notes, interviews, and artifacts. Here I explored the way language instruction and student participation influenced the development of the teacher and students’ multiple identities. The findings of this study suggest that emergent bilinguals’ identity development derives from the process built through multiple dialogic classroom instruction and practices. The products of this process …