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Blair, Collin – ProQuest LLC, 2020
Language immersion education is a dream of the 1960s and 70s that has repeatedly found a way to reinvent itself and continue to survive. It not only brings language and culture to classrooms in all corners and cross-sections of society, but it raises the academic capital of the students who are a part of it. Also, as this study aims to promote, it…
Descriptors: Second Language Learning, Immersion Programs, Elementary Secondary Education, Teacher Responsibility
Ulrike Brons – ProQuest LLC, 2021
Despite the growing societal demand for multilingual graduates prepared to engage in local and global contexts, programs to meet these demands are scarce, especially in K-8 contexts. When schools do seek to implement programs, stakeholders struggle to choose from the established models because research documenting desired outcomes is lacking.…
Descriptors: FLES, Second Language Programs, Elementary Secondary Education, Program Development
Manuel Vazquez Cano – ProQuest LLC, 2024
This three-article dissertation examined how policy choices in three key policy areas -- initial enrollment, service provision, and reclassification -- impact English learner (EL)-classified students. The first article examined the national landscape of state statutes, regulations, and state education agencies' (SEA) guidance that support…
Descriptors: Educational Policy, Policy Analysis, Immigrants, Classification
Fernandez, Patricia Espinoza – ProQuest LLC, 2016
This is a mixed methods study of K-12 school administrators with dual language immersion school leadership expertise. The paramount research focus was to identify equity and access issues in dual language immersion programs serving grades K-12, as identified by school administrators who have led such programs. A total pool of 498 were invited to…
Descriptors: Immersion Programs, Access to Education, Equal Education, Mixed Methods Research
Wright, Adrienne C. – ProQuest LLC, 2017
Spanish-speaking parents choose to enroll their children in either an English only or English-Spanish dual immersion program when presented with both choices. This ethnographic study explored parent's perceptions of the purpose, advantages, and disadvantages of learning in school in English only or in a dual English-Spanish. Through focus group…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Acculturation
Dixon, Jennifer J. – ProQuest LLC, 2012
This study explores No Child Left Behind's required timetable for English language learners (ELLs) to reach English language proficiency within five years, as outlined in the Annual Measurable Achievement Outcomes (AMAOs), despite the lack of research evidence to support this as a reasonable expectation. Analysis was conducted on the archived data…
Descriptors: Learning Disabilities, Evidence, Bilingual Education, Statistical Analysis