The perceptions of the influence of a 90:10 two way dual language program on the reading achievement of native English-speaking dual language learners in grades K-5



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The purpose of this qualitative research study was to determine the perceptions of administrators, dual language teachers, and parents of native English speakers on the reading achievement of native English-speaking students in grades K-5 who are receiving initial reading instruction in Spanish in a 90:10 dual language program. The second language acquisition and cultural capital theories were used to frame the perspectives of the three groups of participants. A purposive sample of the three groups of participants (administrators, dual language teachers, and parents) were interviewed and field notes were collected. A constant comparative method was used to analyze the data. Conceptual categories emerged from the analysis of the data and these categories were then sorted into four emergent themes. The four emergent themes were being bilingual provides a rich array of future opportunities both socially and academically, prime importance to remain true to essential components of dual language programs, critical need for data checkpoints both in language and literacy development, and significant importance of ongoing professional learning (PL) for all stakeholders involved. The findings indicated there were similarities among the three groups of participants in regard to their perceptions on the need for native English speakers to be provided with more opportunities for instruction in vocabulary and comprehension.