Oral narrative retelling among emergent bilinguals in a dual language immersion program

2016 ◽  
Vol 21 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Audrey Lucero
Keyword(s):  
Dual Language ◽  
Language Immersion ◽  
Oral Narrative ◽  
Emergent Bilinguals ◽  
Dual Language Immersion ◽  
Immersion Program

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.

Mobilities of Language and Literacy Ideologies: Dual Language Graduates’ Bilingualism and Biliteracy

2017 ◽  
Vol 49 (2) ◽  
pp. 210-239 ◽  
Author(s):  
Nadia R. Granados
Keyword(s):  
Dual Language ◽  
Qualitative Methodology ◽  
Language Immersion ◽  
Language And Literacy ◽  
Cultural Economic ◽  
Dual Language Immersion ◽  
Immersion Program ◽  
Complex Processes ◽  
Political Forces ◽  
Past Experiences

Using qualitative methodology, this research examines how graduates of a K-5 dual language immersion program have experienced multiple and competing social, cultural, institutional, and political forces at play in complex processes that ultimately affect one’s mobilities of language, literacy, and learning. These students have now grown into adulthood, and the extent to which their past experiences as dual language students have affected their current language and literacy ideologies and practices is examined. As graduates experienced and internalized notions of Spanish as social, cultural, economic, and literacy capital, this likely contributed to current ideologies that greatly esteem bilingualism and biliteracy. The findings highlight that ideologies of language and literacy are neither static nor fixed, but over time, they have been molded and reshaped in a very fluid and lively process.

Our Diversity, Our Treasure: Connecting Worlds/Mundos Unidos Gifted and Talented Dual Language Immersion Program

2021 ◽  
pp. 287-303
Author(s):  
Fara Green ◽  
Sandra P. Spivey ◽  
Laila Ferris ◽  
Ernesto M. Bernal ◽  
Elena Izquierdo
Keyword(s):  
Gifted And Talented ◽  
Dual Language ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
Immersion Program

scholarly journals Early Bilingual Education Moving Towards The Dual Language Immersion Program. An Upcoming Reality Also In Gjirokastra

2011 ◽  
Vol 3 ◽  
Author(s):  
Zamira Kote
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Primary Schools ◽  
Dual Language ◽  
Foreign Language Learning ◽  
Language Immersion ◽  
Teaching Process ◽  
Dual Language Immersion ◽  
Immersion Program

This article focuses on the issues of bilingual education in Gjirokastra, in the 9-year primary schools, as an important link in the process of foreign language learning by our children. Albania has quickly embraced the concept of early foreign language learning. A memorandum signed by the respective governments of Albania and Italy  in 2002 opened the way to a teaching process conducted in two languages, Italian and Albanian, in the upper cycle of the primary school and also in the high schools, so that half of the subjects would be taught in a foreign language. Through this paper we try to give our opinion why the implementation of this program of dual language immersion is necessary as an educational system based on pragmatic and functional concepts. The achievement of the dual language immersion program also in our schools, aims at a transmission of knowledge for a better internalization of the foreign language, and also at improving the perspectives of our students in the European labor market. The difficulties and the obstacles which might condition this process cannot diminish the advantages and benefits that the children studying in these schools where the teaching process will be conducted in two languages, will have over the children who will study a foreign language as a separate subject. The role of parents and  a highly qualified teaching staff are important factors in the success of this process.

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