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Culturally Relevant Pedagogy in Two-Way Immersion Classrooms
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La Serna, Jillian J. – Bilingual Research Journal, 2020
This paper draws from a broader research project and reports on a qualitative case study that investigated instructional practices in grades 3-5 Two-Way Immersion (TWI) classrooms where the partner language is Spanish. Using Culturally Relevant Pedagogy (CRP) as the theoretical framework, the purpose of this study was to examine the degree to…
Descriptors: Culturally Relevant Education, Immersion Programs, Elementary School Students, Grade 3
Exploring Associations among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students
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Neugebauer, Sabina R.; Howard, Elizabeth R. – Bilingual Research Journal, 2015
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English…
Descriptors: Correlation, Self Concept, Writing Skills, Spanish Speaking
Dual-Language Education for Low-Income Children: Preliminary Evidence of Benefits for Executive Function
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Esposito, Alena G.; Baker-Ward, Lynne – Bilingual Research Journal, 2013
This investigation is an initial examination of possible enhancement of executive function through a dual-language (50:50) education model. The ethnically diverse, low-income sample of 120 children from Grades K, 2, and 4 consisted of approximately equal numbers of children enrolled in dual-language and traditional classrooms. Dual-language…
Descriptors: Bilingual Education, Low Income, Executive Function, Elementary School Students
Bilingual Two-Way Immersion Programs Benefit Academic Achievement
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Marian, Viorica; Shook, Anthony; Schroeder, Scott R. – Bilingual Research Journal, 2013
The effects of bilingual education on reading and math achievement were examined by comparing test scores across different elementary school programs. Results revealed that bilingual Two-Way Immersion (TWI) programs benefited both minority-language and majority-language students. Minority-language students in TWI programs outperformed their peers…
Descriptors: Bilingual Education Programs, Immersion Programs, Language Minorities, Educational Benefits
What Language Counts in Literature Discussion? Exploring Linguistic Mediation in an English Language Arts Classroom
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DeNicolo, Christina Passos – Bilingual Research Journal, 2010
As classrooms across the U.S. are becoming increasingly more multilingual and multicultural, there is a need for research that provides insight into literacy instruction that builds on students' linguistic knowledge. The qualitative study of a fourth-grade dual-language classroom examined the ways that peer mediation in Spanish and English…
Descriptors: Bilingual Students, Linguistics, Discussion Groups, Language Proficiency
Los Programas de Inmersion Bilingue y la Adquisicion del Discurso Academico (Bilingual Immersion Programs and the Acquisition of Academic Discourse).
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Lopez-Bonilla, Guadalupe – Bilingual Research Journal, 2002
A study examined the strategies used by a fourth-grade teacher in a two-way bilingual immersion program (English/Spanish) that contributed to students' development of academic language in Spanish. Analysis of a science lesson highlighted the use of an appropriate Spanish-language textbook and the teacher's use of visual elements, repetition,…
Descriptors: Classroom Communication, Educational Strategies, Elementary Education, Grade 4