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Display: 20

    • Page 122

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 118 Another interesting study might include comparing test groups who have been exposed to metacognitive strategies for at least a year (or since primary education levels) to those who haven’t. However, perhaps an even more authentic and therefore...
    • Page 20

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    • 16 The most probable obstacle facing many unmotivated readers is a lack of self-confidence. “Whether told by others that they are not as good a reader as their older siblings or whether they have developed the attitude from peers that reading is...
    • Page 22

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    • 18 measured as the ability to understand narrative and expository text, shown in a national sample of students (Campbell, Voelkl, & Donahue, 1997). At all three ages studied (9,13, and 17 years), the more highly engaged readers showed higher...
    • Page 23

    • Spanish language; Language experience approach in education; Writing
    • 19 are strongly connected to a student’s social experiences and identity (Coady & Escamilla, 2005). Bilingual educators should help connect students’ writing with and provide authentic language for students who may not have exposure to the target...
    • Page 24

    • Spanish language; Language experience approach in education; Writing
    • 20 Chapter 3 Methodology The purpose of this study is to discover and explore the benefits of using theDictado and Four Square Writing to teach Spanish writing to second grade students in a Two-Way Immersion classroom. Participants The school where...
    • Page 25

    • Spanish language; Language experience approach in education; Writing
    • 21 The second grade had four teachers, two of whom were two-way immersion (TWI) teachers. The English-language teacher had a B.S. in elementary education, two years of teaching experience, and a master’s degree in English as a Second Language. The...
    • Page 8

    • Spanish language; Language experience approach in education; Writing
    • 4 had to administer standardized testing connected to the new Common Core and school and teacher evaluations (Klein, 2014). Teachers often feel pressure to help their students perform at or above benchmarks on English-only standardized tests and...
    • Page 9

    • Spanish language; Language experience approach in education; Writing
    • 5 Delimitations This study does not examine students’ oral language or reading skills in English or Spanish. It does not focus on Spanish writing in a transitional bilingual program for students whose L1 is Spanish, but rather the instructional...
    • Page 4

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    • 5 Introduction To finish my master’s coursework, I decided to do a project for my capstone because of the hands-on nature that is associated with a project-based capstone. It has been a goal of mine throughout the master’s program to incorporate as...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 10

    • Spanish language; Language experience approach in education; Writing
    • 6 Chapter 2 Literature Review This chapter reviews the relevant recent history of bilingual education, including the Two-Way Immersion approach. The conclusions drawn from the current research on biliteracy will then be summarized, particularly on...
    • Page 11

    • Spanish language; Language experience approach in education; Writing
    • 7 to perform at a specific level of proficiency in English on standardized tests, they are no longer considered ELLs and are put into mainstream education. There have even been times when bilingual programs have been challenged and outlawed, such...
    • Page 75

    • Spanish language; Language experience approach in education; Writing
    • 71 of L1 English students were only able to write at the novice mid level, some L1 English students are capable of achieving higher proficiency levels in their second year of TWI. Implications for Instruction After implementing both theDictado and...
    • Page 85

    • Spanish language; Language experience approach in education; Writing
    • 81 Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., & Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia: Caslon Publishing. Fenner, D. S. (2016, February)....
    • Page 86

    • Spanish language; Language experience approach in education; Writing
    • 82 Gould, J. S., Gould, E. J., & Rojas, M. G. (1999). Four square (4 ) writing method: For grades 1-3. Carthage, IL: Teaching & Learning. Grosjean, F. (1982). Life with two languages: An introduction to bilingualism / François Grosjean. Cambridge,...
    • Page 87

    • Spanish language; Language experience approach in education; Writing
    • 83 Klein, A. (2014). Sheen Fades as NCLB Waivers Near Three-Year Mark. (Cover story). Education Week, 34(1), 1-23. Lambert, W. E. (1987). The effects of bilingual and bicultural experiences on children's attitudes and social perspectives. In P....
    • Page 88

    • Spanish language; Language experience approach in education; Writing
    • 84 Prchal, T. (2007). Reimagining the Melting Pot and the Golden Door: National Identity in Gilded Age and Progressive Era Literature. Melus, 32(1), 29-51. Pyon, H. (2009). Review of English education policy for language minority students in...
    • Page 14

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    • 9 require specific instruction that focuses on the specific skills needed to comprehend expository text (Fang, 2008). Teaching Comprehension Strategies In order to help students with learning disabilities comprehend expository text, it must be...
    • Page 20

    • College athletes; Postsecondary education
    • AN ATHLETE’S REALITY 20 Harsh Realities: relationship strains, family and friends, holidays, weekends, travel, immersion in academic interests, missing class, traditional college experience, hobbies, balancing athletic and academic endeavors,...
    • Page 8

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    • Chapter 1 Introduction Context of the Problem English learners (ELs) are students who are learning English as a new language. This can be either as a second language or an additional language. They do so while living in the United States or other...

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