Graduation Date
Summer 2020
Document Type
Thesis
Program
Master of Arts degree with a major in Education
Committee Chair Name
Dr. Mary Dingle
Committee Chair Affiliation
HSU Faculty or Staff
Second Committee Member Name
Dr. Eric Van Duzer
Second Committee Member Affiliation
HSU Faculty or Staff
Keywords
One-way immersion, Two-way immersion (TWI), Dual language program/Dual immersion, Bilingual education, 50/50 model, 90/10 model
Abstract
Teachers in Spanish immersion schools, schools that teach a majority of English only speakers or in a one-way immersion model, face unique challenges in meeting their students' language and learning needs. The goal of this study is to identify the curriculum and resources teachers in one-way immersion schools use in their classroom to meet these student needs. The basic design of the study includes individual interviews with questions focused on the curriculum and assessment teachers use, the pedagogical practices they implement and the advice they have for other immersion teachers in the field. A qualitative analysis of the data indicates that there is not one “just right” curriculum and that teachers develop and modify a variety of curricula and instructional strategies to support the needs of their students. The results also suggest that there are limited state adopted curriculum for Spanish immersion classrooms and publishers do not offer Spanish Language developmental intervention resources for these students. Teachers, therefore, spend an abundant amount of time adapting and enhancing the curriculum that is available to them. Additionally, results point to limited time or opportunities for teachers to network with colleagues for planning and curriculum development, especially outside of their individual school sites.
Citation Style
APA
Recommended Citation
Rivera, Angela Renée, "One-way immersion education educación de inmersión unidireccional" (2020). Cal Poly Humboldt theses and projects. 411.
https://digitalcommons.humboldt.edu/etd/411