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

机译：西班牙语沉浸式学校英语学习者学习成绩的混合方法研究

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摘要

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.;Keywords: English Language Learners, language immersion program, one-way immersion, academic achievement.
机译：英语学习者（ELL）代表了美国（美国）公立学校社区中增长最快的人口，其学业成绩落后于以英语为母语的同龄人。英语学习者的学术成就差距为美国教育工作者提出了一个具有挑战性的问题。进行了融合并行混合方法研究，以进行以下研究：1）在单向西班牙语学习中比较英语学习者的学术成就（数学和英语语言[ELA]分数）与非ELL学生的学术成就（数学和ELA分数）美国中西部的学校； 2）研究使用西班牙语作为教学工具对中西部西班牙语沉浸式学校录取的英语学习者（ELL）学习成绩的影响； 3）调查教师如何看待西班牙语教学对学生成绩（特别是ELL）的效果； 4）与非ELL相比，评估单向沉浸式计划通过使用ELL的母语帮助其表现并取得更好的学术进步的能力。该收敛并行混合方法研究的结果说明，数学和ELA分数在ELL和非ELL之间没有显着差异。单人浸入式学校的ELL在数学和ELA方面的表现与非ELL相似。根据这项混合方法研究的结果，所有教师均确认，使用ELL的母语作为教学工具是一个绝妙的主意。他们坚持认为，L1对于通过其L1学习的ELL具有很大的好处。此外，ELL不仅可以开发英语作为第二语言，还可以开发其第一语言。关键字：英语学习者，语言沉浸式课程，单向沉浸式学习，学术成就。

著录项

  • 作者

    Salman, Ibtihal Dawood.;

  • 作者单位

    University of Missouri - Saint Louis.;

  • 授予单位 University of Missouri - Saint Louis.;
  • 学科 English as a second language.;Bilingual education.
  • 学位 Ph.D.
  • 年度 2017
  • 页码 147 p.
  • 总页数 147
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 土壤学;
  • 关键词

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