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High-Stakes Education: Dual Language Immersion in Portland, Oregon
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In: University Honors Theses (2021)
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"We, As Parents, Do Have a Voice": Learning From Community-Based Programs Effectively Engaging Parents in Urban Communities
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In: GSE Faculty Publications (2021)
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BORN OR MADE: PROBLEMS OF PROSE STYLE & STYLISTIC IMPROVABILITY AT THE SENTENCE LEVEL, AN INTERDISCIPLINARY APPROACH
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From Interpreting Student to Deaf Interpreter: A Case Study of Vocational Identity Development
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In: Journal of Interpretation (2021)
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Case Studies in the Classroom: Assessing a Pilot Information Literacy Curriculum for English Composition
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In: Library Faculty & Staff Publications (2021)
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Cross-curricular analysis of picture books in the fifth grade of primary school: a case study ... : Medpredmetna obravnava slikanice v petem razreduosnovne sole (studija primera) ...
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Weekend Spanish Immersion Camp: a Non-Traditional Teaching World Language to Middle School American Students
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In: Dissertations and Theses (2020)
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Abstract:
The nature of today's global economy demands that students demonstrate high levels of proficiency in foreign languages. To meet global demand, most countries around the world are including comprehensive world language instruction in their educational systems beginning at an early age. The increasingly multi-lingual nature of culture within and beyond the Unites States. is escalating the importance of immersing students in world languages as early as possible to ensure a high level of written and oral foreign language skill proficiency by the time students graduate from high school. However, most American students do not have the opportunity to study a world language before middle school and often not until they are in high school. Thus, most students graduating from public schools in the Unites States lack the same level of foreign language proficiency found in similar countries such as Canada to the north. A key controversial issue in the field of world language education in the United States is related to appropriate timing and intensity of students' exposure to learning a foreign language. The approach to world language instruction currently provided in the public middle schools in the United States is not enough to become proficient in two basic foreign language skills; speaking and understanding. Supplemental immersion experiences have been found to enhance proficiency levels, however there is little student-centered research that describes students' perspective on the value of camp activities. Therefore, I conducted a qualitative participatory observer action research study focused on a four-weekend Spanish immersion camp involving a group of middle school students in their second year of world language instruction to elicit and describe how, if at all, campers perceive that camp experiences contributed to the retention and development of their Spanish language skills. This study found that the immersion experience significantly improved students' language. Students appreciated the practical nature of the camp that required the use and development of conversational Spanish skills as a vehicle to increase their world language communicative skills. Each activity provided throughout the Weekend Spanish Immersion Camp was planned to entertain students while directly supporting language usage. The practical nature of the camp's structure reinforced the importance of what they were learning because they saw for themselves how their new found knowledge could be used both within and outside the classroom setting.
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Keyword:
Curriculum and Instruction; Education; First and Second Language Acquisition; Immersion method (Language teaching); Language and languages -- Study and teaching; Language camps; Middle school students -- Attitudes; Spanish language -- Study and teaching -- Immersion method -- Case studies
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=6549&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/5476
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| 8 |
Hearing the Voices of Bicultural and Bilingual Teachers: Using a Case Study Approach to Explain the Professional Identity Development of Early Career Native Chinese Mandarin Teachers
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In: Dissertations and Theses (2020)
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| 9 |
Cross-curricular analysis of picture books in the fifth grade of primary school: a case study ; Medpredmetna obravnava slikanice v petem razreduosnovne sole (studija primera)
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In: CEPS Journal 10 (2020) 4, S. 165-185 (2020)
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| 10 |
Ecologías de aprendizaje para usar las TIC inspirándose en docentes referentes
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 62, 2020, pags. 31-42 (2020)
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| 11 |
Writing With Data: A Study of Coding on a Data-Journalism Team ; Written Communication
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| 12 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms
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In: Berlin : Logos Verlag 2019, 310 S. - (Zugl.: Weingarten, Univ., Diss., 2018) (2019)
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ASSESSING THE IMPACT OF COMPUTER-BASED SIMULATIONS ON THE INTERPROFESSIONAL EDUCATION OF UNDERGRADUATE STUDENTS
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In: All NMU Master's Theses (2019)
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| 14 |
Translanguaging through Story: Empowering Children to Use their Full Language Repertoire
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In: School of Social Work Faculty Publications and Presentations (2019)
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| 15 |
Teachers' beliefs and strategies when teaching reading in multilingual settings. Case studies in German, Swedish and Chilean grade 4 classrooms ...
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| 16 |
Reflection on and for Actions: Probing into English Language Art Teachers' Personal and Professional Experiences with English Language Learners
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In: ETSU Faculty Works (2019)
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| 17 |
Case Studies of English-Medium Instruction in Higher Education: Business Programmes in China, Japan and the Netherlands
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SHAO, LIJIE. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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| 18 |
Case Studies of English-Medium Instruction in Higher Education: Business Programmes in China, Japan and the Netherlands
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SHAO, LIJIE. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. C.L.C.S., 2019
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Research candidates' multilingual capabilities as potential resources for original contributions to knowledge : creating a common intellectual space in Anglophone universities
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