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

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

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