Browsing by Subject "Dual language"
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Item Bilingual education : a history of family and community involvement in schools(2016-12) Herrera, Christopher Lee; Callahan, Rebecca M.The demographics in today’s schools are undergoing large transformations and it is imperative for schools to keep up with this change. In the face of accountability, schools with high minority or ELL populations are not faring as well as others thus they are subject to school reforms that intend to transform the school into one that produces comparable results to higher performing schools. In this review of the literature, I highlight key elements that schools can adopt, specifically those with high minority or ELL populations, to better meet the needs of at-risk students. I elaborate on bilingual education and the relationship it has on academic achievement for ELL and monolingual students. I also elaborate briefly on the importance of community schools as a school improvement strategy and more formally on the important role that the development of strong community-school relationships have on at-risk students. In the third section of the review, I focus heavily on parental involvement and engagement and the role that this has on academic achievement and overall school reform. The findings highlighted in the literature review are promising further intensifying the necessity to consider these strategies as a means for promising school reform. Implications for practice are included at the conclusion of this literature review.Item Dual language bilingual education program implementation : teacher language ideologies and local language policy(2015-05) Henderson, Kathryn Isabel; Palmer, Deborah K.; Callahan, Rebecca M.; Martínez, Ramón; Dukerich, Janet; Fitzsimmons-Doolan, ShannonIn this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban school district in Texas to identify language ideologies and issues of language policy and policy implementation according to local participating educators. Drawing on a language policy framework and research in linguistic anthropology to define language ideologies, I employed a multi-method approach (survey (n=323 educators), interview (n=20 DLBE teachers) and observation (n=3 DLBE teachers)) to measure and better understand language ideology and its significance for local language policy. Analysis revealed ideological tension and multiplicity, within and across educators, within single statements and overtime. For example, during interviews most teachers expressed additive views towards bilingualism, but subtractive views towards non-standard variations of each language. Similarly, several teachers articulated additive ideologies towards bilingualism while articulating the relative greater importance of English language acquisition. These ideological tensions operated in distinct ways at the classroom level. One teacher strictly followed the DLBE policy in her classroom to support bilingual/biliteracy development, but she also discouraged certain students and families from participating in the program because of their non-standard language practices. This dissertation complicates traditional understandings of the role of language ideologies within language policy implementation. Much research in our field discusses bilingual programs and program implementation in dichotomous terms (i.e. subtractive/additive). In contrast, I demonstrate how the multiplicity and complexity of language ideologies must be considered when trying to discuss the ideological struggle involved in implementing pluralist bilingual programs within an English dominant society. I present four potential models to conceptualize and analyze ideological tension as well as a discussion on the relationship between language ideologies and local language policy. Implications for teacher education, DLBE policy and future research are considered.Item Investment or hegemony : language equity in a two-way dual language classroom(2013-05) Thomei, Marissa De Jesus; Palmer, Deborah K.This ethnographic case study is situated in a suburban elementary school’s third grade Two-Way 50:50 Dual Language immersion model in Central Texas. Interviews, surveys and observations were conducted to examine the students’ use of the two languages targeted in the Dual Language Immersion program, English and Spanish. Drawing on the notion of “investment” (Norton, 2000) and Bourdieu’s theory of “cultural and linguistic capital” (Bourdieu, 1986), this research studies the language use of six students representing the two language groups in the program. In the data analysis, the researcher finds that the notion of investment is consistent in all the participants, although the aspect that they choose to invest in varies and is represented in their culture, language and identity.Item Speaking of learning: the promises and pitfalls of bilingual education(2013-05) Morales, Carlos Elizario; Jensen, Robert, 1958-; Cash, WandaThe state of Texas is undoubtedly undergoing a demographic shift. Since 2001, Hispanics have made up the largest ethnic representation in Texas public schools and by 2020 they’re estimated to become a majority minority throughout the state. As their population swells, so will the number of English language learners (Ells) in Texas schools. In fact, this group has grown by nearly 40 percent in the last ten years. During this same period of time, English learners have remained, on average, four times more likely to drop out compared to their White counterparts. This is forcing educators and administrators in the state to readjust their approach to educating English learners. The models used have been both ardently supported by educators and vehemently opposed. Recently, a program called dual language, which uses both native-language and English-based instruction has risen into prominence among educators. But many have been left wondering if this program will be the answer to disparities between English learners and monolingual students.