Dueling Complexities: Experiences of Dual-Lang Immersion Teachers

Autor/in	Sun, Valerie
Titel	Dueling Complexities: Experiences of Dual-Lang Immersion Teachers
Quelle	(2017), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-2226-5
Schlagwörter	Hochschulschrift; Dissertation; Language Variation; Literacy; Bilingual Education; Educational Policy; Power Structure; Educational Practices; Academic Achievement; Elementary School Students; Teacher Attitudes; Immersion Programs; Kindergarten; Grade 1; Public Schools; Interviews; Writing Instruction; Teacher Education; Native Speakers; Second Language Learning; English (Second Language); Teaching Experience; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Sprachenvielfalt; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Bildungspraxis; Schulleistung; Lehrerverhalten; Immersionsprogramm; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Interviewing; Interviewtechnik; Schreibunterricht; Lehrerausbildung; Lehrerbildung; Muttersprachler; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien
Abstract	Dual-language immersion is an educational practice in which "literacy and content instruction" is provided in two languages at school (Howard et al., 2007, p.1). The students in these programs have been the center of many studies including student literacy development (Genesee & Jared, 2008), academic achievement (Lindholm-Leary, 2012), and language power and dynamics (Palmer, 2007). Chestnut (2014) and Rubinstein-Avila (2002) demonstrated in their research that teachers' experiences in these programs needed to be examined in terms of their ability to navigate educational policies, language varieties, and daily challenges. This narrative inquiry study used the Center for Applied Linguistics' "Guiding Principles for Dual Language Education" (Howard et al., 2007) and teacher agency as its conceptual framework, intertwining early elementary teachers' voices as they pertained to the principles. The four participants of this study were kindergarten and first grade teachers in a K-6 dual-language immersion public school in California. Their stories were told through individual interview excerpts. They expressed the linguistic growth of their students, the necessity to establish a strong language foundation, the challenges in writing curriculum, and having district support. They also shared ways in which future dual-language immersion teachers could be prepared for this profession. As native and non-native speakers of the instructional language, they had different motivating factors to teach in this program. However, they had the same goal: To help students become bilingual. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01