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1. "We Teach Reading This Way because It Is the Model We've Adopted": Asymmetries in Language and Literacy Policies in a Two-Way Immersion Programme (EJ856032)
Author(s):
Lopez, Minda Morren; Franquiz, Maria E.
Source:
Research Papers in Education, v24 n2 p175-200 Jun 2009
Pub Date:
2009-06-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Social Justice; Language Minorities; Immersion Programs; Bilingual Education; Ideology; Literacy Education; Spanish; Teaching Methods; Bilingualism; English (Second Language); Native Speakers; Second Language Learning
Abstract: In the USA there has been widespread growth in Two-Way Immersion (TWI) programmes in all states, including those who have outlawed bilingual education. The model offers language majority students the opportunity to become bilingual alongside their language minority peers. Research has shown TWI programmes to be the most equitable and effective for teaching both native English speakers and linguistically subjugated populations. A central goal is that all students become proficient in oral and written communication of two languages. In this mixed methods study of a TWI programme in Texas, official discourse and policies reflected social justice and equitable language and literacy goals for students. However, there was marked incongruence between the interpretation and enactment of policies. There were asymmetrical language and literacy outcomes as the strict observance of programmatic goals constrained the English language and literacy development of Spanish-dominant students but did not constrain the Spanish language and literacy development of English-dominant peers. As a result, Spanish-dominant students and their families became disillusioned and questioned their participation in the TWI programme. Findings suggest that educators must examine literacy ideologies in policies and practice and be reflexive in regards to the local implementation of policy, particularly in meeting the language and literacy needs of students from linguistically subjugated communities. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program (EJ803909)
Bearse, Carol; de Jong, Ester J.
Equity & Excellence in Education, v41 n3 p325-340 Jul 2008
2008-07-00
Journal Articles; Reports - Research
Descriptors: Immersion Programs; High School Students; Middle School Students; Student Attitudes; Spanish; English; Bilingualism; Biculturalism; Second Language Learning; Student Surveys; Focus Groups; Anglo Americans; Hispanic Americans
Abstract: This qualitative study inquired into secondary students' perceptions of their participation in a secondary Spanish-English two-way immersion (TWI) program, triangulating data from 166 surveys and 24 focus interviews across grades 6-12. After reviewing current research on secondary two-way immersion programs, the article describes the study and its findings. The first finding stresses the continuous link between language and identity and how this link differs within the Latino group. A second theme centered on how students viewed the linguistic and cultural capital the TWI program aims to develop, with the Anglo students identifying bilingualism for better job opportunities as the most important capital. Latino students also envisioned better job opportunities; however, Spanish was valued foremost for its connection to their families and roots. Finally, the third theme discusses linguistic and cultural equity. Though all students evaluated their experiences in the TWI program positively, they acknowledged that as they moved through the secondary years, their exposure to Spanish declined and English dominated their school day. The authors urge educators to consider how the academic, linguistic, and cultural benefits of TWI programs are distributed for various groups enrolled in the program. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Two-Way and Monolingual English Immersion in Preschool Education: An Experimental Comparison (EJ782965)
Barnett, W. Steven; Yarosz, Donald J.; Thomas, Jessica; Jung, Kwanghee; Blanco, Dulce
Early Childhood Research Quarterly, v22 n3 p277-293 2007
2007-00-00
Descriptors: English Curriculum; Preschool Education; Teacher Qualifications; Second Language Learning; Monolingualism; Emergent Literacy; Spanish; English (Second Language); Language Acquisition; Immersion Programs; Comparative Analysis; Mathematics Skills; Language Skills; Vocabulary Development
Abstract: An experimental study was conducted comparing the effects of dual language, or two-way immersion (TWI) and monolingual English immersion (EI) preschool education programs on children's learning. Three-and four-year old children were randomly assigned by lottery to either a newly established TWI Spanish/English program or a monolingual English program in the same district. Children in the study were from both Spanish and English home language backgrounds. All classrooms in the study used the High/Scope curriculum, and all met high standards for teacher qualifications, ratio, and class size. The TWI program alternated between English and Spanish weekly by rotating children between two classrooms (and teachers) each week. Programs were compared on measures of children's growth in language, emergent literacy, and mathematics. Children in both types of classrooms experienced substantial gains in language, literacy, and mathematics. No significant differences between treatment groups were found on English language measures. Among the native Spanish speakers, the TWI program produced large gains in Spanish vocabulary compared to the EI program. Both TWI and EI approaches boosted the learning and development of children including ELL students, as judged by standard score gains. TWI also improved the Spanish language development of English language learners (ELL) and native English speaking children without losses in English language learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Connecting Worlds/Mundos Unidos Project: End-of-Year Report, 2007-2008 (ED503544)
Ciriza, Frank
Online Submission
2008-09-15
Reports - Evaluative; Tests/Questionnaires
N/A
Descriptors: Academically Gifted; Immersion Programs; Academic Achievement; Achievement Tests; Grants; Teaching Methods; Language Minorities; Bilingual Education; Bilingualism; Scores; Interviews; Questionnaires
Abstract: This report presents information on the Connecting Worlds/Mundos Unidos Project and provides a general comparison overview of accomplishments during its five years of operation. The Connecting Worlds/Mundos Unidos Project has been operating in the El Paso Independent School District (EPISD) for eleven years, but in the present format as a Jacob K. Javits grant for the past five school years, this being its last year under this grant. It is one of very few dual-language projects for gifted students in the United States. In EPISD, the project is implemented at three sites: Mesita Elementary, Wiggs Middle, and El Paso High. Project students begin their dual-language education experience at Mesita Elementary, continue on to Wiggs Middle, and complete their preparation at El Paso High. The curriculum is offered to participating students in English and Spanish, based on the 50/50 model of instruction, i.e., approximately 50% of all instruction is delivered by teachers in one language or the other depending on the teacher's schedule of activities. This approach to teaching students in two languages has been widely researched, and the reader is encouraged to review at least three sources: Cloud, N., Genesee, F., and Hamayan E. (2000); Center for Applied Linguistics. "Frequently Asked Questions About Two-Way Immersion," which can be retrieved from cal.org/twi/FAQ.htm; and Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review Abstract 213. Fall 1997, which can be accessed at http://www.hepg.org/her/abstract/213. We also recommend the extensive research works by these authors: Merrill Swain; Stephen Kreshen; James Crawford; Fred Genesee; Lilly Wong-Fillmore; and James Cummins. Appended are: (1) Schools, Teachers, and Class Schedules; (2) Student Demographics in the Program Schools; (3) Scholastic Achievement Test & AP Test Scores; (4) Summary of Major Findings by Program Year; and (5) Observation Guide. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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5. Gender and College Type Differences in Black Students' Perceptions and Outcomes of a Summer Research Program (EJ835226)
Lewis, Nicole; Frierson, Henry T.; Strayhorn, Terrell L.; Yang, Chongming; Tademy, Raymond
Negro Educational Review, v59 n3-4 p217-229 Fall-Win 2008
2008-00-00
Descriptors: Undergraduate Students; Student Attitudes; Research Projects; Black Colleges; Gender Differences; Summer Programs; Black Studies; African American Students; Questionnaires; Participant Satisfaction; Attitude Change; Outcomes of Education; Traditional Schools
Abstract: While a growing body of literature documents the effectiveness of summer research programs in stimulating Black students' interest in graduate study, data are rarely disaggregated, resulting in a lack of knowledge of how subgroups of participants experience and benefit from program involvement. Moreover, given that Black students matriculating in doctoral programs are proportionately more likely to be female rather than male and to have earned a bachelor's degree from a Historically Black College or University (HBCU) rather than a Traditionally White Institution (TWI), it is important to explore the origins and pervasiveness of such disparities in pre-doctoral experiences. Thus, the present study investigates the extent to which Black undergraduate students' perceptions of a summer research program and subsequent interest in research careers and graduate study differ by gender and college of origin type. Findings indicate that Black males reported statistically significant higher ratings than females on three of the seven items assessed and students from HBCUs reported statistically significant higher ratings on one of the seven variables. Additionally, one interaction effect was identified for females from HBCUs. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program (EJ722601)
Giacchino-Baker, Rosalie; Piller, Bonnie
Journal of Latinos & Education, v5 n1 p5-28 2006
2006-00-00
Journal Articles; Reports - Descriptive
Descriptors: Motivation; Immersion Programs; Parent Child Relationship; Elementary School Students; Parent Participation; Parent Attitudes; Hispanic Americans; Spanish; Second Language Learning; English (Second Language); Academic Standards
Abstract: This article reports a study of parental motivation, attitudes, support, and commitment for the second year of the two-way immersion (TWI) program at an elementary school in San Bernardino, California. Findings include the unique aspects of border communities; similarities and differences between Spanish-language and English-language participants; factors that influence attrition rates; details of how TWI parents support their children; as well as the identification of parental insistence on "core-enrichment," the development of strong academic skills, and adherence to content standards in both languages. Research data will assist teachers and administrators in gaining and maintaining parental support for TWI programs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Two-Way Immersion Toolkit (ED491612)
Howard, Elizabeth; Sugarman, Julie; Perdomo, Marleny; Adger, Carolyn Temple
Education Alliance at Brown University
2005-00-00
Guides - General; Multilingual/Bilingual Materials; Tests/Questionnaires
Descriptors: Native Speakers; Immersion Programs; English (Second Language); Bilingual Education; Teaching Methods; Literacy Education; Lesson Plans; Parent Participation; Family School Relationship; Program Implementation; Teaching Guides
Abstract: This Toolkit is meant to be a resource for teachers, parents, and administrators involved with two-way immersion (TWI) programs, particularly those at the elementary level. Two-way immersion is a form of dual language instruction that brings together students from two native language groups for language, literacy, and academic content instruction through two languages. In the United States, these two groups are native English language speakers and native speakers of another language, usually Spanish. Because of the integrated nature of the programs and the fact that instruction is provided to all students through both languages, TWI programs allow students to be both language learners and language models for their peers. This Toolkit is composed of three segments that address program design and planning, classroom instruction, and parental involvement, respectively. The classroom instruction segment includes a Question & Answer (Q&A) document on teaching in TWI programs; model lesson plans that show how best practices are implemented in the TWI classroom; a study guide to facilitate the use of the Q&A document and model lessons for professional development; and additional resources on effective instructional practices in TWI programs. The parental involvement segment includes an overview of two-way immersion, a Q&A document that addresses questions and concerns that parents frequently have, a home-school communication template designed to help classroom teachers facilitate strong home-school connections, and additional resources that include suggested readings on parent involvement in two-way immersion programs and links to resources that parents may find useful. All of the parent materials are available in Spanish as well as English. Student Study Team Red Folder Process: Early Intervention for Struggling Students and Identification Process for Students with Learning Differences is appended. A glossary is also included. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Language Ideologies and Bilingual Education: A Korean-American Perspective (EJ762897)
Jeon, Mihyon
Language Awareness, v16 n2 p114-130 2007
No
Descriptors: Learning Motivation; Ideology; Korean; Immigrants; Conflict; Bilingual Education; Korean Americans; Ethnography; College Students; Language Fluency; Native Speakers; English (Second Language); Second Language Learning; Immersion Programs; Language Attitudes; Student Attitudes
Abstract: This paper is an ethnographic record of an ongoing journey during which I have tried to understand the kinds of language ideologies that my students and I have constructed about the Korean language. My students are mainly Korean-American university students who have never successfully achieved native fluency in their heritage language, although several attended Korean Saturday schools as children. A special expression, 'FOB' (Fresh Off the Boat), which I discovered during this journey, proved crucial to my understanding of my students' language ideology about the Korean language. My language ideology and that of my students appeared to be in conflict. My students were highly motivated to learn Korean, but they were opposed to Korean-English two-way immersion (TWI) programmes. I, however, strongly favoured these programmes. After a process of reflection, debate, journaling and interviewing, I reached a new understanding, reconciling the apparent ideological conflict that has separated me from my students. My findings suggest that ideologies towards the Korean language are inextricably bound to their views on English proficiency and Korean immigrants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. The Causes and Consequences of Attending Historically Black Colleges and Universities. NBER Working Paper No. 13036 (ED501948)
Fryer, Roland G.; Greenstone, Michael
National Bureau of Economic Research
2007-04-00
Information Analyses; Reports - Research
Descriptors: Racial Relations; Black Colleges; Employment Patterns; Higher Education; College Students; African American Students; Admission (School); Leadership; Salary Wage Differentials
Abstract: Until the 1960s, Historically Black Colleges and Universities (HBCUs) were practically the only institutions of higher learning open to Blacks in the US. Using nationally representative data files from 1970s and 1990s college attendees, we find that in the 1970s HBCU matriculation was associated with higher wages and an increased probability of graduation, relative to attending a Traditionally White Institution (TWI). By the 1990s, however, there is a wage penalty, resulting in a 20% decline in the relative wages of HBCU graduates between the two decades. We also analyze the College and Beyond's 1976 and 1989 samples of matriculates which allows us to focus on two of the most elite HBCUs. Between the 1970s and 1990s, HBCU students report statistically significant declines in the proportion that would choose the same college again, preparation for getting along with other racial groups, and development of leadership skills, relative to black students in TWIs. On the positive side, HBCU attendees became relatively more likely to be engaged in social, political, and philanthropic activities. The data provide modest support for the possibility that HBCUs' relative decline in wages is partially due to improvements in TWIs' effectiveness at educating blacks. The data contradict a number of other intuitive explanations, including relative decline in pre-college credentials (e.g., SAT scores) of students attending HBCUs and expenditures per student at HBCUs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Kwabena Nketia (1921-) (EJ774854)
Akrofi, Eric A.
Prospects: Quarterly Review of Comparative Education, v36 n3 p375-386 Sep 2006
2006-09-00
Descriptors: Educational Background; Scholarship; Musical Composition; Music; Music Teachers; Music Education; Foreign Countries; African Culture; African Languages; Educational Philosophy
Abstract: This article profiles Joseph Hanson Kwabena Nketia, an outstanding musicologist, music educator, composer, and linguist. His countrymen, Ghanaians, know him best as a composer, and associate his name with his song "Yaanom Montie" and his choral compositions for unaccompanied SATB choirs--"Monkamfo No", "Nkyirimma Nye Bi" and "Monna N'ase". In international circles he is regarded as "The most prominent scholar in the field of African music", and "unquestionably the doyen of African musical scholars and educators". Nketia excels in four areas, namely musical composition, research in African music and culture, music education, and Akan (Twi) literature. This article focuses on Nketia's contributions in two of these areas (the second and the third), after a brief discussion of his educational background. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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