國立虎尾科技大學 |

Teacher Voices Regarding a Bilingual Education Program : = A Qualitative Inquiry.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teacher Voices Regarding a Bilingual Education Program :/
其他題名:	A Qualitative Inquiry.
作者:	Wisecup, Pamela A.
面頁冊數:	1 online resource (173 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Bilingual education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355165111

Teacher Voices Regarding a Bilingual Education Program : = A Qualitative Inquiry.
Wisecup, Pamela A.

Teacher Voices Regarding a Bilingual Education Program :A Qualitative Inquiry. - 1 online resource (173 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The research study utilized a qualitative methodology using single case study to examine perceptions and experiences of teachers in a bilingual K-8 school. A sample of 10-15 teachers who are teachers of Spanish-speaking English language learners (ELLs) in a bilingual education program were interviewed and asked to describe their experiences and perceptions regarding their ELL students' participation in that program. The use of bilingual education for English language learners, as proposed by Stephen Krashen in his Theory of Second Language Acquisition, supports language learning. The research presents a study of the general problem that the small number of bilingual programs across the country limits the awareness of most educators regarding the benefits offered to English language learners (ELLs) through such a program as an alternative to an English immersion language program. The lack of awareness leads to the specific problem of relatively few ELLs having the opportunity to learn English through bilingual education programs. The lack of bilingual programs can inhibit the ability of ELLs to build upon their heritage languages while learning the English language. Ten themes emerged from the data. A discussion of the themes and connections to bilingual education is included in the report. The findings of the study provide a positive outlook for ELLs in regard to bilingual education. All participants stated positive feelings toward bilingual education and the benefits offered to English language learners. Implications of the findings, recommendations, and suggestions for further research are included in this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355165111Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Teacher Voices Regarding a Bilingual Education Program : = A Qualitative Inquiry.
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504 $a Includes bibliographical references
520 $a The research study utilized a qualitative methodology using single case study to examine perceptions and experiences of teachers in a bilingual K-8 school. A sample of 10-15 teachers who are teachers of Spanish-speaking English language learners (ELLs) in a bilingual education program were interviewed and asked to describe their experiences and perceptions regarding their ELL students' participation in that program. The use of bilingual education for English language learners, as proposed by Stephen Krashen in his Theory of Second Language Acquisition, supports language learning. The research presents a study of the general problem that the small number of bilingual programs across the country limits the awareness of most educators regarding the benefits offered to English language learners (ELLs) through such a program as an alternative to an English immersion language program. The lack of awareness leads to the specific problem of relatively few ELLs having the opportunity to learn English through bilingual education programs. The lack of bilingual programs can inhibit the ability of ELLs to build upon their heritage languages while learning the English language. Ten themes emerged from the data. A discussion of the themes and connections to bilingual education is included in the report. The findings of the study provide a positive outlook for ELLs in regard to bilingual education. All participants stated positive feelings toward bilingual education and the benefits offered to English language learners. Implications of the findings, recommendations, and suggestions for further research are included in this study.
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