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Thesis/Dissertation Information
- Degree Disciplines:
- Education
Notes
- Abstract:
- With the growing number of English Language Learners (ELL’s) in the public schools and their unique learning needs, it is vital that effective strategies for meeting their educational needs be identified. While many studies have investigated different types of bilingual instruction for ELL’s, few have focused specifically on the area of vocabulary development. Furthermore, with the implementation of a new program, stakeholders want data concerning the effectiveness. The purpose of this study is to examine a newly implemented program for the education of ELL’s that emphasizes continuing education in the student’s native language while also receiving instruction in English. In this study, FAIR vocabulary scores of kindergarteners were analyzed with an ANCOVA to evaluate the effectiveness of the Dual Language Immersion Program. It was hypothesized that kindergarteners in the Dual Language Immersion Program in a Florida school district would make greater gains in vocabulary over the school year than their peers being educated in the mainstream with ESOL pullout support. Results revealed that there was not a statistically significant difference in vocabulary gains between the two groups.
- Thesis:
- Thesis (S.S.P.)--Barry University.
- Bibliography:
- Includes bibliographical references (leaves 27-31).
Record Information
- Source Institution:
- Barry University
- Holding Location:
- Barry University Archives and Special Collections
- Rights Management:
- Copyright Sarah Bolten. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- LB1576.B65 2012_BoltenSarah ( BU-Local )
- Classification:
- LB1576.B65 2012 ( lcc )
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