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PURPOSE: The purpose of this study was to investigate whether students in bilingually designated classes who received B/CC instruction by a teacher with a B/CC Specialist Credential have high gains in reading and math when compared with students who received instruction by a teacher with a B/CC Certificate of Competence or a B/CC Waiver Certificate. This study measured bilingual instruction based on a statistical comparison between student achievement and the kind of bilingual certificate. PROCEDURES: The data were collected from two school districts: Alum Rock Unified School District in San Jose, California, and Stockton Unified School District in Stockton, California. The population consisted of 600 students, 300 per district, and 75 teachers, about 37 per district. A total of 286 students and 48 teachers were selected for this research. The 48 teachers were divided into three groups of 5 to a group: B/Cc Specialist Credential, B/CC Certificate of Competence, and B/CC Waiver Certificate, The studies were also divided into three groups of 25 to 30 students in a group. The students were closely matched with the teacher groups on the basis of recorded test results on Pre- and Post-tests in reading and math for each grade level. A total of 9 groups of teachers and students comprised this research. A questionnaire was selected to collect information from the teacher group, The questionnaire asked for information regarding ethnic background, linguistic background, certification, number of years teaching bilingual education, location of training and certification, male or female, years in the present position, school district, grade level now teaching, and the school at which presently teaching, An attitude scale was also provided to gather information from the teachers regarding their attitude toward B/CC education. The purpose of this questionnaire was for careful election of teachers. A locally devised test was used for student-achievement results for Stockton Unified School District: The Language Arts Scope and Sequence LASS) and the Math Scope and Sequence (MSS). The Metropolitan Achievement Test results were used for Alum Rock School District. Both tests were reviewed for reliability and validity. Analysis of Covariance, Two-Way Analysis of Variance, and One-Way Analysis of Variance were employed to determine significant difference between student achievement and the kind of B/CC teacher certification. The level of statistical significance adapted for this study was set at the OS level. The qualitative data gathered through the teacher questionnaire was included.

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This explanatory sequential mixed methods study explored how and why dual language (DL) teachers used technology and the extent to which their use of technology supported the goals of DL of bilingualism, biliteracy, academic achievement, and sociocultural competence. The study was guided by Mishra and Koehler’s (2006) technological pedagogical content framework, Bunch’s (2013) pedagogical language knowledge, Biesta’s et al. (2015) teacher agency framework, and Moersch’s (1997) levels of technology implementation framework. In the quantitative phase, data was collected with an original survey, and in the qualitative phase, data was generated through observations, interviews, and artifacts. Survey responses were analyzed using descriptive statistics. The qualitative data was analyzed using descriptive and in vivo coding. Codes were used to develop emergent themes. Overall, the DL teachers leveraged technology in various ways for planning, instruction, and assessment supporting their students’ academic achievement by building background knowledge, introducing concepts with comprehensible input, and providing vocabulary practice. They also used different digital tools to develop students’ sociocultural competence by building a strong classroom community, incorporating students into the curriculum, and teaching about different cultures. Moreover, the participants used technology to communicate with parents and seek professional development opportunities. DL teachers’ technology use was influenced by contributing and inhibiting contextual factors. Practical implications stipulated include providing DL teachers with appropriate planning time, supporting teachers with professional development that is relevant to DL and encouraging effective technology integration, allowing for curriculum flexibility, and investing in resources in the partner language.

One student learning goal for social diversity courses is to help students develop the knowledge and skills necessary to take action against policies and practices in society that are antithetical to a diverse democracy. This democratic outcome is described in the literature as social action engagement (Hurtado, Nelson Laird, Landreman, Engberg, & Fernandez, 2002). Previous studies have found that enrollment in a diversity course positively influences the importance students' place on social action engagement, their commitment and confidence to engage in social action, and their motivation to promote social justice. However, there is a dearth of research that examines which course processes and activities in diversity courses students believe affect their readiness to engage in actions that will interrupt and eradicate social oppression in society. Readiness in this study refers to a person's competence and desire to engage in a specific task (Hershey, 2004). The primary method for this assessment is an analysis of 60 students responses to a series of two vignettes administered at the beginning and end of a social diversity course that describe a situation involving a social justice issue. In addition, six students were interviewed to provide data in their own words about the course processes and activities they believe are most effective in increasing their readiness for social action engagement. Students did not identify or analyze the problem accurately on most vignettes over time. However, students were less likely to deny that a problem existed in the incidents described in each scenario on the post-test. Students maintained their motivation to take action in the scenarios over the course of the semester and their ability to identify action strategies and potential risks. In addition, students showed increased confidence and intention to engage in social action by the end of the course. Students who responded to the sexism vignette showed the most change over time in comparison to the other vignettes. Six themes emerged from the interviews. The themes derived from the interview data are lived experiences, perspective-taking, critical thinking, empathy, personal awareness and self-confidence.

The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.

Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are responsible to maintain a balance between both languages. The particular study has a two-fold aim; at first place, it analyzes theories of bilingualism that are directly related to pedagogical and teaching practices as well as the relation between bilingualism and brain functions. The purpose is to identify how these theories are reflected into everyday classrooms through teachers’ methods. The second part of the research is the examination of the contextual background of Sweden in terms of linguistic hierarchy, the aims of society to bilingual education and laws regarding languages and teacher training. The purpose is to outline the extent to which this background is applied into actual contexts. Therefore, the third part is the empirical study that is a comparative case-study through a qualitative approach into two bilingual schools in Sweden. The central focus is on teachers’ opinions about challenges, teaching methods and personal reflections and the identification of differences and similarities. The critical analysis of the three main parts enables the researcher to reach conclusions where certain points and issues are outlined along with possible solutions. The goal of the study is not the generalization of data but a focus on individuals and reflection of real situations that sets the basis for research in larger scales.

Bilingualism and multilingualism are phenomena dominantly present in today’s globalized world. Sweden is not an exception and its international character is apparent in all domains, such as politics, business and education. English is perceived more as a second language rather a foreign one, taking into consideration the numerous bilingual and international schools of the country that promote the acquisition of Swedish and English from an early age. Teaching in bilingual classrooms may cause challenges due to students’ different linguistic abilities and background and thus, teachers are responsible to maintain a balance between both languages. The particular study has a two-fold aim; at first place, it analyzes theories of bilingualism that are directly related to pedagogical and teaching practices as well as the relation between bilingualism and brain functions. The purpose is to identify how these theories are reflected into everyday classrooms through teachers’ methods. The second part of the research is the examination of the contextual background of Sweden in terms of linguistic hierarchy, the aims of society to bilingual education and laws regarding languages and teacher training. The purpose is to outline the extent to which this background is applied into actual contexts. Therefore, the third part is the empirical study that is a comparative case-study through a qualitative approach into two bilingual schools in Sweden. The central focus is on teachers’ opinions about challenges, teaching methods and personal reflections and the identification of differences and similarities. The critical analysis of the three main parts enables the researcher to reach conclusions where certain points and issues are outlined along with possible solutions. The goal of the study is not the generalization of data but a focus on individuals and reflection of real situations that sets the basis for research in larger scales.

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).

by Chu Wing-Yu Kitty. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 140-149). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.viii / LIST OF FIGURES --- p.xi / Chapter 1. --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- The Research Problem --- p.7 / Chapter 2. --- LITERATURE REVIEW --- p.10 / Chapter 2.1 --- Bilingualism and the Threshold Level (s) in L2 --- p.11 / Chapter 2.2 --- The Significance of Lexical Knowledge --- p.30 / Chapter 2.3 --- A Synthesis --- p.47 / Chapter 2.4 --- The Theoretical Framework --- p.49 / Chapter 3 . --- METHOD --- p.53 / Chapter 3.1 --- Important Variables and their Definitions --- p.53 / Chapter 3.2 --- Hypotheses --- p.55 / Chapter 3.3 --- Subjects --- p.56 / Chapter 3.4 --- Instrumentation --- p.57 / Chapter 3.5 --- Procedure --- p.63 / Chapter 4. --- RESULTS --- p.66 / Chapter 4.1 --- Bilingual Proficiency --- p.66 / Chapter 4.2 --- The Cognitive Tasks --- p.74 / Chapter 4.3 --- The Effect of Bilingual Proficiency on the Achievement in Cognitive Tasks … --- p.92 / Chapter 4.4 --- The Estimation of the Threshold Level(s) in L2 --- p.98 / Chapter 5. --- DISCUSSION --- p.112 / Chapter 5.1 --- Bilingual Proficiency --- p.112 / Chapter 5.2 --- The Nature of the Cognitive Tasks --- p.113 / Chapter 5.3 --- The Effect of Bilingual Proficiency on the Achievement in Cognitive Tasks --- p.116 / Chapter 5.4 --- The Estimation of the Threshold Level(s) in L2 --- p.122 / Chapter 5.5 --- Questions Related to the Estimation of the Threshold Level (s) in L2 --- p.128 / Chapter 6. --- SUMMARY AND SUGGESTIONS --- p.135 / Chapter 6.1 --- Summary --- p.135 / Chapter 6.2 --- Suggestions --- p.137 / BIBLIOGRAPHY --- p.140 / APPENDIX --- p.153 / Chapter A. --- Some General Instructions for the Teachers Responsible for the Administration of the Cognitive Tasks / Chapter B. --- The Whole Instrument of the Cognitive Tasks / Chapter C. --- A Table about the Distribution of the Items for the Cognitive Tasks / Chapter D. --- The Reliability Coefficients for the Cognitive Tasks / Chapter E. --- The Frequencies about the Chinese Cognitive Tasks Scores of the Secondary-Two Students / Chapter F. --- The Frequencies about the English Cognitive Tasks Scores of the Secondary-Two Students / Chapter G. --- The Frequencies about the Chinese Cognitive Tasks Scores of the Secondary-Four Students / Chapter H. --- The Frequencies about the English Cognitive Tasks Scores of the Secondary-Four Students / Chapter I. --- A List of the Abbreviations Used in the Data Analysis and Its Corresponding Labels or Meanings