A Bakhtinian take on languaging in a dual language immersion classroom

System ◽  
2019 ◽  
Vol 80 ◽  
pp. 14-26
Author(s):  
Nicole King ◽  
Jackie Ridley
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
Immersion Classroom

Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom

2019 ◽  
Vol 52 (4) ◽  
pp. 753-775
Author(s):  
Frederick Poole ◽  
Jody Clarke‐Midura ◽  
Chongning Sun ◽  
Kyle Lam
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Board Game ◽  
Dual Language Immersion ◽  
Immersion Classroom

Does long-term dual-language immersion affect children’s executive functioning?

2021 ◽  
Vol 208 ◽  
pp. 105127
Author(s):  
Anne Neveu ◽  
Kimberly Crespo ◽  
Susan Ellis Weismer ◽  
Margarita Kaushanskaya
Keyword(s):  
Executive Functioning ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Immersion

Keeping Up with the (Zh)oneses: Language Immersion and School Choice

2021 ◽  
pp. 001312452110273
Author(s):  
Edward Watson
Keyword(s):  
School Choice ◽  
Dual Language ◽  
Language Immersion ◽  
Racial Groups ◽  
Structured Interviews ◽  
Self Identity ◽  
Dual Language Immersion ◽  
Black And White ◽  
Immersion Programs ◽  
White Parents

Dual language immersion programs are growing in popularity across America. This article examines the explanations middle-class parents of various racial/ethnic backgrounds give for enrolling their children in Mandarin Immersion Programs. The author addresses the following questions: Why do American parents enroll their children in Mandarin Immersion Programs? How do parents from different racial groups frame the benefits of immersion? The analysis relies on a mixed-method approach using survey data ( N = 500) to highlight motivations of parents without an ethnic background related to the language, supplemented with 15 semi-structured interviews with Black and White parents of children enrolled in schools with Mandarin Immersion Programs. The study finds that parents frame the benefits of an educational investment differently by race. White parents take a pragmatic stance of greater future returns while Black parents hope immersion will help construct a stronger self-identity. These findings show the influence a burgeoning global society has on parental educational choices.

The Effects of Transitional Bilingual Education vs. Dual Language Immersion on English Language Learners' Reading Assessment Scores

2018 ◽  
pp. 132-145
Author(s):  
Vanessa Colón ◽  
Susan Szabo ◽  
Jacqueline Riley
Keyword(s):  
English Language Learners ◽  
Bilingual Education ◽  
Language Learners ◽  
Dual Language ◽  
English Language ◽  
Reading Assessment ◽  
Language Immersion ◽  
Transitional Bilingual ◽  
Dual Language Immersion ◽  
Transitional Bilingual Education

This action research study was completed in a North Texas school district where English language learners comprised 52% of the K-12 student population during the 2015-2016 academic school year. Data from a campus which used a two-way dual language immersion (DLI) program and another campus which used a transitional bilingual education (TBE) program were evaluated. The study analyzed the district's third to fifth grade reading assessment results of 128 students from the DLI campus and 223 from the TBE campus. Researchers compared the scores of students in each program to determine if one bilingual model produced higher scores than another. The results showed that there were greater gains for ELLs in the TBE program at all grade levels (third to fifth). Although the TBE program resulted in higher student scores, limitations make it unclear to what degree the program impacted students' achievement.

Developing a Personalized, Educational Gaming Experience for Young Chinese DLI Learners

2018 ◽  
pp. 253-274
Author(s):  
Frederick J. Poole ◽  
Joana Franco ◽  
Jody Clarke-Midura
Keyword(s):  
Elementary Students ◽  
Game Design ◽  
Dual Language ◽  
Vocabulary Learning ◽  
Vocabulary Development ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
Self Regulated Learning ◽  
Screen Capture ◽  
Learning Data

In this chapter, a design-based approach was used to investigate the effectiveness of a story-driven game designed to improve elementary Chinese dual language immersion (DLI) learners reading strategies by fostering self-regulated learning. To facilitate reading comprehension and increase vocabulary development, learners are empowered with an in-game notebook which allows them look up and review new vocabulary words. The authors argue that game design features such as the in-game notebook and meaningful in-game choices have the potential to not only motivate learners to persist in reading a second language, but also provide them with the tools needed to regulate and promote their own vocabulary learning. Data were collected from Chinese DLI elementary students who played this game individually with a researcher. These data include log data, screen capture video of gameplay, and post-gameplay interviews. In the findings, successes and failures of the current game design are presented and suggestions for future designs aimed at supporting young Chinese DLI learners are provided.

The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals

2019 ◽  
Vol 7 (1) ◽  
pp. 61-87 ◽  
Author(s):  
Kristen Lindahl ◽  
Kathryn I. Henderson
Keyword(s):  
Dual Language ◽  
Language Ideologies ◽  
Language Immersion ◽  
Emergent Bilinguals ◽  
Language Awareness ◽  
Teacher Language ◽  
Dual Language Immersion ◽  
Teacher Professional ◽  
Low Degrees ◽  
The Relationship

Abstract Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.

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