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Culturally and Linguistically Diverse School Environments – Exploring the Unknown
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In: Australian Journal of Teacher Education (2018)
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A systemic functional analysis of TOEFL sample writings
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In: Theses, Dissertations and Capstones (2018)
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The Seal of Biliteracy: Considering Equity and Access for English Learners
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In: Education: School of Education Faculty Publications and Other Works (2018)
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The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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Abstract:
This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation in United States schools. The participants included 84 students in Grades 9–12, who had been in the program for a minimum of two years. Items from three surveys, Self-Esteem, Attitudes toward Academics, and Attitudes toward Other Cultures, were used to determine student perceptions. The collected data were collated and categorized, and an independent sample t-test was used to determine the presence of any statistically significant differences between the two groups. The results from this current study did not show a statistically significant difference between the students in the English-only program and those in the French immersion program. Recommendations for future research include studies with larger sample sizes, ones that focus on long-term language acquisition, and studies that specifically consider French/English programs.
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Keyword:
and Multicultural Education; and Research; Bilingual; Curriculum and Social Inquiry; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; French/English; Language Interdependency; Learner Attitudes; Motivation; Multilingual; Self-Esteem; Two-Way Immersion
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URL: https://digitalcommons.liberty.edu/doctoral/1655 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2714&context=doctoral
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Distance Learning and the Non-Native English Speaker: A Correlational Study
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In: Doctoral Dissertations and Projects (2018)
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TELLING ROOM: Color in Action
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In: Thinking Matters Symposium Archive (2018)
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English Language Learners and Special Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms
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In: Interdisciplinary Journal of Problem-Based Learning (2018)
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Organizational Improvement Plan: Improving Core French Teacher Equity within a French Immersion School
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In: The Organizational Improvement Plan at Western University (2018)
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Isolation and Revenge: Where Victor Frankenstein Went Wrong
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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Balance of Limits and Experimentation
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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Supporting English Language Learners Inside the Mathematics Classroom: One Teacher’s Unique Perspective Working with Students During Their First Years in America
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In: Research and Evaluation in Literacy and Technology (2018)
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