This study investigates students', parents' and teachers' beliefs about first language literacy experiences at home and at school. Written questionnaires and interviews were used as tools of inquiry. The students were grade five, majority language students in an early immersion program. Students, parents and teachers were asked about their beliefs on first language reading development, literacy experiences at home as well as at school, second language impact on first language and related topics. / Results showed that all students in the study had similar types of literacy experiences at home, regardless of reading ability. By adhering to an Emergent Literacy perspective, parents provided many diverse opportunities for their child(ren) to engage in literacy activities at home. The school had similar views about the importance of literacy practices. Students' literacy experiences at home appear to be in synchrony with their literacy experiences at school. This finding aligns with the aims of a Social Construction of Literacy perspective. / Learning to read in a second language did not hinder a child's development of first language reading, although for students having difficulty reading in the first language, the addition of a second language seemed to pose some difficulties for some students. / Recommendations are made for future research into family literacy in immersion programs and a follow up study. Research on individual differences among siblings could provide insight into why some children appear to have difficulties reading in their first language while others do not. A follow up study on some or all of the participants would provide continuing data on immersion students' literacy at home and at school.

No description available.

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [204]-210).

Thesis (Ph. D.)--UCLA, 2008. / Vita. Description based on print version record. Includes bibliographical references (leaves 126-144).

Thesis (M.A.)--York University, 2004. Graduate Programme in French Studies. / Typescript. Includes bibliographical references (leaves 76-83). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss &rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11757

This study investigates linguistic, perceptual and pedagogical change (LPPC) in a short-term study-abroad English immersion program. A conceptual and methodological framework, the LPPC Interactive Model of SLA, is proposed based on the Socioeducational Model (Gardner, 1985) and Woods' (1996) BAK structure. The framework is applied in a cross-cultural context, focussing on the participants in the 1993 Camosun Osaka Aoyama English Language Institute: 384 Japanese English as a Second Language (ESL) students from Aoyama Junior College in Osaka (Japan) and 14 Non-Japanese ESL teachers at Camosun College and the University of Victoria in Victoria, British Columbia (Canada). Theoretical issues identified in this study include the definition of teacher achievement, the distinction between language activation and language acquisition in the short-term study-abroad context, the development of the constructs SBAK+, TBAK+ and CBAK+ to describe interactions in “class fit,” and the influence of temporal parameters on linguistic, perceptual and pedagogical change. Research findings support the hypothesis that change occurs in each of the linguistic, perceptual and pedagogical dimensions explored within the Camosun Osaka Aoyama English Language Institute. Support was also found for the constructs proposed for the Model. This study had three main goals: (i) the identification of areas and types of linguistic, perceptual and pedagogical change in a short-term or study abroad program such as the Camosun Osaka Aoyama English Language Institute; (ii) the identification of factors involved in linguistic, perceptual and or pedagogical change; and (iii) the identification of program outcomes such as teacher achievement and student achievement. First, evidence was found supporting linguistic, perceptual and pedagogical change. In general, statistically significant change was found in the analysis of student data; whereas non-significant change was observed in the analysis of teacher data. Support for linguistic change included teacher and student perceptions of increased language comprehension and production, and increased comfort in language use, as well as increased student language production across the program. In addition, linguistic change occurred on a number of measures within identifiable temporal periods, with the minimal Period being identified as approximately one week. Early increases in production were interpreted as providing support for language activation; whereas weak support for language acquisition was inferred from increases in curriculum-based and extracurricular knowledge over the course of the program. Evidence of perceptual change was also found. Statistically significant change included positive changes in student attitudes concerning language learning, use of English, and understanding Canada and Canadian culture. Evidence of pedagogical change included decreases on a number of measures which suggested that students' expectations (or CBAK+) of class activities and class roles were not completely fulfilled. By contrast, teachers' expectations concerning both general and sociocultural course goals appeared to have been realized. Change or accommodation therefore appeared to occur more from the student side of the learning equation. Other differences in teacher-student responses included differences in self-perception as language learners, expectations concerning student motivations for taking part in the program, and student expectations of the program (classroom behaviour, classroom techniques). Second, a number of teacher factors, which included gender and teaching experience, were found to influence class outcomes. For example, prior teaching experience, teaching experience within the Camosun Osak-a-Aoyama English Language Institute, and experience teaching English to Japanese students were found to be significant. Temporal factors were also found to influence linguistic, perceptual and pedagogical change. In addition, similarities in teacher and class styles (or TBAK+ and CBAK+) appeared to influence perceptions of “class fit.” Finally, evidence was found to support the multidimensional definition of “achievement.” Individual differences in perception and/or interpretation of situational context supported the inclusion of a “butterfly effect” (Larsen-Freeman, 1995) in the LPPC Model, especially with respect to the definition of “teacher achievement” because teachers felt the purpose of short-term programs was “lighting fires.” In general, the results of the study suggested a relatively high level of student and teacher achievement and success. / Graduate

This project fills a void in the area of dual immersion program implementation. Although there are general guidelines that exist, there is a paucity of specific guidelines that explicitly delineate the implementation of these critical components in the current accountability climate. We need to move beyond general categories and tailor them to the unique needs program models within situated contexts.

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs. The purpose of this case study is to identify leadership characteristics of three successful K-5 dual immersion principals and to understand the relationship of such characteristics to the student growth of Emergent Bilinguals (EBs). In the literature review, I present the theoretical framework of Bolman and Deal (2003), historical perspectives of immersion in the United States, learning perspectives in the area of dual language immersion, and leadership and student achievement. The research approach for this study is a case study design. The subjects for this study are experienced principals who are successful in terms of student achievement for EBs as measured by school performance exceeding their district performance average and that of comparison schools. To answer the research question about the characteristics of successful leaders of dual immersion schools, I conducted a qualitative study to include principal interviews, school document review, and teacher focus groups. As schools increase their focus on reducing racial inequities, how to reduce educational inequities among EBs must also be a focus. By understanding the characteristics of leaders who are successful with EBs, we can impact school district hiring practices, principal preparation programs, and district policies.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 252-258). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Elena Natal, Nancy A. Newton, Marta M. Antón. Includes vita. Includes bibliographical references (leaves 61-63).