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	In: International Multilingual Research Journal, 10 (2016) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2016.1118669
Schlagwörter	Teaching Methods; Immersion Programs; Program Implementation; Language Usage; Urban Schools; School Districts; Academic Achievement; Achievement Gap; Guidelines; Program Effectiveness; Second Language Learning; English (Second Language); Spanish; Russian; Japanese; Mandarin Chinese; Elementary Secondary Education; Second Language Instruction; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Sprachgebrauch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schulleistung; Richtlinien; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Russisch; Japaner; Japanisch; Fremdsprachenunterricht
Abstract	Many educators and policy makers 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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01