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"En La Tierra De IráS Y No VolveráS..." : Using Spanish-Language Folktales As A Foundation For Lasting Biliteracy, Timothy Becker
"En La Tierra De IráS Y No VolveráS..." : Using Spanish-Language Folktales As A Foundation For Lasting Biliteracy, Timothy Becker
Graduate Student Independent Studies
Many dual language teachers struggle to find the Spanish-language resources they need to foster true biliteracy. This project begins to address this problem by offering an annotated bibliography of some appropriate Spanish language literature for the dual language classroom. It also includes a rationale and bibliography and provides suggestions for using the texts to teach students to identify the literary theme and to analyze the language structures used.
Reactions To English Language Learning In Chile As A Means For Personal And National Development, Kortnee Byrd
Reactions To English Language Learning In Chile As A Means For Personal And National Development, Kortnee Byrd
Master's Theses
In our globalized world today, English has developed into the worldwide
language. Chilean leaders, in connection to their development goals to reach a developed
country status by 2020, have highlighted the need for Chilean citizens to become
bilingual in order to attract foreign investment and further integrate into the world
market. Leaders also highlight how English education will serve as an equalizing
measure to combat the socioeconomic inequality that has plagued this country since
Spanish colonization. While the economic benefits are clear, questions remain as to what
the social and cultural costs will be. This research project presents how a …
Teaching Dilemmas: Language Development For English Learners In A Hyper-Segregated Dual Immersion Program, Allison Briceño
Teaching Dilemmas: Language Development For English Learners In A Hyper-Segregated Dual Immersion Program, Allison Briceño
Doctoral Dissertations
English learners (ELs), a growing population in U.S. schools, generally
underperform as compared to their monolingual English peers. One potential solution to this EL achievement gap has been the implementation of Dual Immersion (DI) programs. However, given that ELs are often densely concentrated in schools with limited access to native English-speaking peers, some schools do not have enough native English-speaking
students to constitute a true DI program.
This qualitative study explored language development practices in both Spanish and English in a Northern California hyper-segregated DI elementary school, where almost all the students were English learners. The participants were four Latina …