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A Mixed-Methods Study of English Language Learners' Academic Achievments in a Spanish Language Immersion School.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Mixed-Methods Study of English Language Learners' Academic Achievments in a Spanish Language Immersion School./
作者:	Salman, Ibtihal Dawood.
面頁冊數:	1 online resource (147 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9780355066913

A Mixed-Methods Study of English Language Learners' Academic Achievments in a Spanish Language Immersion School.
Salman, Ibtihal Dawood.

A Mixed-Methods Study of English Language Learners' Academic Achievments in a Spanish Language Immersion School. - 1 online resource (147 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)--University of Missouri - Saint Louis, 2017.

Includes bibliographical references

English Language Learners (ELLs) represent the fastest growing population in the public-school community in the United States (U.S.), where their academic achievements lag behind their native English-speaking peers. English Language Learners' academic achievement gap has raised a challenging issue for U.S. educators. A convergent parallel mixed-methods study was conducted to 1) compare English Language learners' academic achievements (mathematics and English Language Arts [ELA] scores) to non-ELLs' academic achievements (mathematics and ELA scores) in a one-way Spanish immersion school in the Midwestern United States; 2) examine the impact of using Spanish as an instructional tool on English Language Learners' (ELLs) academic achievements who are admitted in a Midwestern Spanish language immersion school; 3) investigate how teachers perceive the effectiveness of Spanish language instruction on students' achievement and more specifically, ELLs; 4) assess the one-way immersion program's ability to assist ELLs' performance by using their first language and achieve better academic advancement compared to non-ELLs. The results of this convergent parallel mixed-methods study explained that there was no significant difference between ELLs and non-ELLs of mathematics and ELA scores. ELLs in a one-way immersion school perform similarly to their non-ELLs in measure of mathematics and ELA. Based on the results of this mixed-methods study, all teachers confirmed that it was an excellent idea to use ELLs' first language as an instructional tool. They insisted that L1 represented a great benefit for ELLs who learn through their L1. Also, ELLs can develop their first language besides acquire English as a second language.

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

Mode of access: World Wide Web

ISBN: 9780355066913Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

A Mixed-Methods Study of English Language Learners' Academic Achievments in a Spanish Language Immersion School.
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502 $a Thesis (Ph.D.)--University of Missouri - Saint Louis, 2017.
504 $a Includes bibliographical references
520 $a English Language Learners (ELLs) represent the fastest growing population in the public-school community in the United States (U.S.), where their academic achievements lag behind their native English-speaking peers. English Language Learners' academic achievement gap has raised a challenging issue for U.S. educators. A convergent parallel mixed-methods study was conducted to 1) compare English Language learners' academic achievements (mathematics and English Language Arts [ELA] scores) to non-ELLs' academic achievements (mathematics and ELA scores) in a one-way Spanish immersion school in the Midwestern United States; 2) examine the impact of using Spanish as an instructional tool on English Language Learners' (ELLs) academic achievements who are admitted in a Midwestern Spanish language immersion school; 3) investigate how teachers perceive the effectiveness of Spanish language instruction on students' achievement and more specifically, ELLs; 4) assess the one-way immersion program's ability to assist ELLs' performance by using their first language and achieve better academic advancement compared to non-ELLs. The results of this convergent parallel mixed-methods study explained that there was no significant difference between ELLs and non-ELLs of mathematics and ELA scores. ELLs in a one-way immersion school perform similarly to their non-ELLs in measure of mathematics and ELA. Based on the results of this mixed-methods study, all teachers confirmed that it was an excellent idea to use ELLs' first language as an instructional tool. They insisted that L1 represented a great benefit for ELLs who learn through their L1. Also, ELLs can develop their first language besides acquire English as a second language.
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