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Lindsay Merritt – ProQuest LLC, 2024
As interest in Dual Language Immersion programs continues to grow in North Carolina, the hiring of international teachers has increased tremendously. These international teachers often have not had the experience or training to address the needs of the students they are serving. In addition, pedagogical challenges such as working with diverse…
Descriptors: Beginning Teachers, Language Teachers, Bilingual Teachers, Spanish
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Uzzell, Elizabeth M.; Ayscue, Jennifer B. – Education Policy Analysis Archives, 2021
Despite increasingly diverse public school enrollment, students across the U.S. are still segregated by race and poverty, and English learners (ELs) often experience triple segregation by race, poverty, and language. Two-way immersion (TWI) programs may create racially integrated learning environments, by offering a dual language model that…
Descriptors: Immersion Programs, Rural Schools, Elementary Schools, School Desegregation
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Cervantes-Soon, Claudia; Gambrell, James; Kasun, G. Sue; Sun, Wenyang; Freire, Juan A.; Dorner, Lisa M. – Journal of Language, Identity, and Education, 2021
Georgia and North Carolina are part of what some call the New Latinx South, a region where Latinx populations more than doubled recently. Both states have struggled to educate language minoritized students (evidenced by low graduation rates), yet are among the top three states for numbers of dual language (DL) programs in the Southeast. This model…
Descriptors: Bilingual Education, Bilingual Students, Language Minorities, Immersion Programs
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Salas, Spencer; Acosta, Jatnna; La Serna, Jillian – Journal of Curriculum and Pedagogy, 2022
In this article, we leverage in-depth interview to probe a Third Grade teacher's memories of the 2016-2017 School Year in a Spanish/English Dual Language Immersion (DL/I) school serving one of North Carolina's new Latinx communities. As our analysis will demonstrate, Mariana Castillo's interaction with the events of SY 16-17 combined with her…
Descriptors: Grade 3, Elementary School Teachers, Immersion Programs, Bilingual Education
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Ford, Karen L.; Invernizzi, Marcia; Huang, Francis L. – Grantee Submission, 2014
The current study explored a possible continuum of spelling features that children receiving literacy instruction in Spanish might be expected to master in Grades 1-3. We administered a developmental spelling inventory representing nine distinct Spanish spelling features to 864 students in bilingual and dual language schools across the U.S.…
Descriptors: Spelling, Spanish, Bilingual Education, Phoneme Grapheme Correspondence
Charney, Jonathan – School Administrator, 2009
Schools in America, especially in communities far from urban centers, are working harder to find highly qualified and culturally proficient staff to prepare students successfully for an increasingly interconnected world. Apart from offering teachers more professional development and hiring educators with international travel experience, public…
Descriptors: Travel, Personnel Selection, Teacher Exchange Programs, School Districts