Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District

Autor/inn/en	Li, Jennifer; Steele, Jennifer; Slater, Robert; Bacon, Michael; Miller, Trey
Titel	Teaching Practices and Language Use in Two-Way Dual Language Immersion Programs in a Large Public School District
Quelle	10 (2016) 1, S.31-43 (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1080/19313152.2016.1118669
Schlagwörter	Teaching Methods; Immersion Programs; School Districts; Guidelines; Language Usage; Second Language Learning; Language of Instruction; English (Second Language); Program Effectiveness; Achievement Gap; Academic Achievement; Classroom Observation Techniques; Urban Schools; Russian; Spanish; Mandarin Chinese; Japanese; Second Language Instruction; Elementary Secondary Education; Program Implementation; Classroom Communication + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; School district; Schulbezirk; Richtlinien; Sprachgebrauch; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Russisch; Spanisch; Japaner; Japanisch; Fremdsprachenunterricht; Klassengespräch
Abstract	Many educators and policymakers look to two-way dual language immersion as one of the most promising options to close achievement gaps for English learners. However, the programs' effectiveness depends on the quality of their implementation. This article reports on a large-scale study of the implementation of dual language immersion across a large, urban school district. Using classroom observations, we examined teaching practices and language use by teachers and students in dual language immersion classrooms across an entire school district. We found strong implementation of teaching practices consistent with sheltered instruction, and strong adherence by teachers to partner language use as prescribed by the district's guidelines. This article provides a descriptive view of what is happening in two-way dual language immersion classrooms in a large, urban U.S. school district. While other studies may examine classroom practices, few have done so on this scale. [This report was published in "International Multilingual Research Journal" (EJ1088159).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01