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Claudia Kramer Santamaria – ProQuest LLC, 2020
The Bilingual Education Act was passed in 1967, marking the beginning of bilingual education in the United States. The bilingual education models implemented by schools across the world vary in name, design, and outcomes. The focus of my study was on two-way dual language (TWDL), a bilingual model in which children of multiple languages and…
Descriptors: Bilingual Education, Bilingualism, Mothers, Experience
Faidra Faitaki; Victoria A. Murphy – Second Language Research, 2024
Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during…
Descriptors: Preschool Children, English (Second Language), Second Language Learning, Second Language Instruction
Evan B. Ditmore – ProQuest LLC, 2024
This study explores working business professionals' perspectives towards the implementation of two-way language immersion programs in Texas public schools. Participants were selected for participation by means of a pre-selection survey that assessed various aspects of the cultural, educational, linguistic, familial, and business background of the…
Descriptors: Immersion Programs, Bilingual Education Programs, Second Language Learning, Program Implementation
Jennifer Marie Walsh – ProQuest LLC, 2024
The purpose of this qualitative inquiry was to explore the implementation of the third pillar of dual language education (DLE), sociocultural competence. Teachers' perceptions of the structures both supporting and challenging implementation of the pillar were examined. An Elementary (K-5) two-way immersion DLE Program in the lower Hudson Valley…
Descriptors: Sociocultural Patterns, Self Concept, Teacher Attitudes, Elementary School Teachers
Héctor Torres Cuevas; Daniel Quilaqueo Rapimán – Cogent Education, 2024
This article aims to analyze indigenous socio-educational knowledge to build an intercultural knowledge dialogue in the school curriculum, using educational experience from a Mapuche context in Chile. Based on the knowledge of teachers, indigenous scholars, and parents, the article outlines three ways to guide the construction of a knowledge…
Descriptors: Indigenous Knowledge, Multicultural Education, Foreign Countries, Indigenous Personnel
James E. Robinette – ProQuest LLC, 2021
This causal-comparative quantitative study investigated the effects of dual-language immersion programs on reading and math achievement for non-English learner (EL) students that qualify for free/or reduced lunch status. The purpose of the study was to explore if dual-language programs are effective for non-EL students that qualify for free/or…
Descriptors: Bilingual Education, Immersion Programs, Reading Achievement, Mathematics Achievement
Capdevila-Gutiérrez, María; Muñoz-Muñoz, Eduardo; Rodríguez-Valls, Fernando; Solsona-Puig, Jordi – International Journal of Bilingual Education and Bilingualism, 2023
Teachers working in middle and high school Dual Immersion (DI) programs (Spanish-English) face unique sets of challenges: linguistic equity between the two languages of instruction, attrition due to high linguistic and academic expectations, and preparing DI students for standardized tests in English. In this article, we reflect on our current…
Descriptors: Middle School Teachers, High School Teachers, Bilingual Education, Immersion Programs
Mac Gearailt, Breandán; Mac Ruairc, Gerry; Murray, Clíona – Irish Educational Studies, 2023
This is a time of great change, vulnerability and possibility for the Irish language and for Irish-medium education. Research shows the language in serious decline in the Gaeltacht; areas of Ireland designated as being predominantly Irish speaking. There are also inconsistent approaches at the policy level in addition to an ambiguous attitude to…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Educational Policy, Language Usage
Amy Smith; Melissa Derby – Kairaranga, 2023
This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Maori-medium immersion context. Through interviews with kaiako in a kura kaupapa Maori (Maori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the…
Descriptors: Pacific Islanders, Faculty Development, Malayo Polynesian Languages, Language of Instruction
Erika Feinauer; Rich DeJordy; Elizabeth R. Howard – Bilingual Research Journal, 2023
Sociocultural competence is the third goal of TWI programs, yet there is a lack of consensus on what it looks like in terms of student outcomes in the classroom. As an inherently social construct, sociocultural competence leads to successful interactions with people who are different from each other along various dimensions. Sociocultural…
Descriptors: Foreign Countries, Young Children, Kindergarten, Private Schools
Selvachandran, Janani; Kay-Raining Bird, Elizabeth; DeSousa, Jessica; Chen, Xi – International Journal of Bilingual Education and Bilingualism, 2022
This study collected interview data from parents of five children identified as having special education needs who were attending or had attended a French Immersion program in Toronto, Ontario. The experiences of these families were qualitatively analyzed to uncover critical themes surrounding experiences and beliefs around French Immersion…
Descriptors: Foreign Countries, Special Education, Special Needs Students, Second Language Learning
Khaizaar, Nur Izzatie; Hidayat, Riyan – International Journal of Educational Methodology, 2022
The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the…
Descriptors: Bilingual Education, Mathematics Education, Secondary School Mathematics, Educational Research
Trebits, Anna; Koch, Martin J.; Ponto, Katharina; Bruhn, Ann-Christin; Adler, Marie; Kersten, Kristin – International Journal of Bilingual Education and Bilingualism, 2022
This study explores the relationship of early immersion education, socioeconomic background, and cognitive gains of young learners. We examine the possible advantages of early bilingual education and the impact of family socioeconomic status (SES) for the cognitive development of children. Participants (N = 39) were students at regular (German) or…
Descriptors: Socioeconomic Status, Second Language Learning, Immersion Programs, Cognitive Ability
Dawn Navejas – ProQuest LLC, 2022
Two-way immersion (TWI) programs are an increasingly popular educational model designed to foster academic achievement and develop high levels of bilingualism, biliteracy, and sociocultural competence (Howard et al., 2018). TWI has been shown to be highly effective at promoting English-language development and academic content learning, as well as…
Descriptors: Immersion Programs, Teacher Attitudes, Teaching Methods, Language Acquisition
Emilie S. Le Caous; Tz-Li Wang – International Journal of Learning and Change, 2025
This study investigates the enhancement of spoken English proficiency among students at Taiwan's technological and vocational education (TVE) universities. The focus is on the significant impact of positive learning attitudes and effective methodologies, using questionnaires and in-depth interviews to assess students' confidence and perceptions of…
Descriptors: Foreign Countries, Vocational Education, Business Administration Education, Undergraduate Students