Emerging pedagogy and practice in North Carolina dual language immersion schools: Developing literacy proficiency for Spanish-speaking English learners
Strand
Strand I: Pedagogy & Assessment
Immersion/Partner Language(s)
Spanish
Level
Middle School/Junior High
Program Summary/Abstract Description
A mixed-method study conducted of eight two-way immersion (TWI) schools in three North Carolina districts revealed pedagogy and practice promoting literacy proficiency for Spanish-speaking English learners (SSELs). The successful schools committed to biliteracy across all content areas and bicultural engagement in the entire learning community. Emergent strategies for TWI were identified and best practices in literacy education noted in current literature were challenged (Lindholm-Leary, 2012; Theoharis, 2009; Thomas & Collier, 2012; Slavin & Cheung, 2012). These best practices look different when comparing instruction in tradition literacy to immersion biliteracy. District-driven program initiatives and leadership knowledge of dual language education were noted as key to programmatic success. A Latino Critical theory lens was applied to focus the study on equitable access to education for SSELs and highlighted bicultural competencies and socially just practices of the TWI programs.
Lead Presenter
Sharon R. Goldman, Ed. D., University of North Carolina - Chapel Hill
Role/Title
Doctoral Graduate