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Direct linkXimena Franco-Jenkins; Doré R. LaForett; Adam Winsler; Diego Ordoñez Rojas – Grantee Submission, 2023
The present study examined parents' and teachers' perceptions of student learning in Spanish-English Dual Language Education (DLE) programs during the COVID-19 pandemic. The participants included 72 parents of students from kindergarten to second grade and eight teachers in two schools in the southeastern U.S. Parents retrospectively reported…
Descriptors: Immersion Programs, Bilingual Education, Spanish, English
Shen, Ye; Wang, Rui; Zhang, Fan; Barbieri, Christina Areizaga; Pasquarella, Adrian – International Journal of Bilingual Education and Bilingualism, 2022
The present study examined the effect of children's enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI…
Descriptors: Longitudinal Studies, Bilingual Education Programs, Reading Achievement, Elementary School Students
Bourgoin, Renée; Le Bouthillier, Josée – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support…
Descriptors: Task Analysis, French, Elementary School Students, Language Arts
