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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dc.contributor.advisorMcEnery, Lillian
dc.contributor.committeeMemberHuss-Keeler, Rebecca
dc.contributor.committeeMemberWeaver, Laurie
dc.contributor.committeeMemberRaymond, Roberta
dc.creatorShaughnessy, Beatriz Bianca
dc.creator.orcid0000-0003-1956-7798
dc.date.accessioned2019-03-11T20:08:58Z
dc.date.available2019-03-11T20:08:58Z
dc.date.created2018-12
dc.date.issued2019-01-02
dc.date.submittedDecember 2018
dc.date.updated2019-03-11T20:08:58Z
dc.description.abstractThe 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.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/1409
dc.language.isoen
dc.subject.lcshSpanish language--Study and teaching (Elementary)--English speakers
dc.subject.lcshSecond language acquisition
dc.subject.lcshSecond language acquisition--Parent participation
dc.titleThe 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
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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