A third-grade bilingual classroom in an urban elementary school
Abstract
The purpose of this case study was to identify those factors that affected the linguistic progress of English language learner students in a transitional bilingual program over a four-year period of time in order to determine an effective program model. The factors included the impact of the teaching approaches that have been identified as having an influence on student achievement; students' self-perception, based on real accomplishments and coupled with teachers' acknowledgement; and the role of parent involvement in sustained student achievement. The participants in this study were 8 Spanish dominant students that were enrolled consistently in a bilingual program from kindergarten to the third-grade; their parents and their kindergarten, first-, second-, and third-grade bilingual teachers. The study was longitudinal and based on the case study methodology via an empirical inquiry that investigated a contemporary phenomenon within its real-life context and in which multiple sources of evidence were used. Results of the study provided evidence that instructional approaches that used the students' native language resulted in the achievement of English as a second language proficiency as well as gains in English literacy. Additionally, the roles of students' self-perception as well as the role of parental involvement were established as critical for student achievement.
Subject Area
Bilingual education|Elementary education
Recommended Citation
Leon, Rosamaria, "A third-grade bilingual classroom in an urban elementary school" (2008). ETD Collection for Fordham University. AAI3333020.
https://research.library.fordham.edu/dissertations/AAI3333020
