Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts

Paper/Best Practice Session (1 hour)

Spanish and English

Two-Way Bilingual Immersion

Elementary (K-5)

This study explores the multilayered processes of language and literacy education in a dual language context. Here the author illuminates intentional instructional scaffolds implemented in a single 3^rd grade Spanish-English classroom throughout daily literacy events, which positively impacted students' assessment outcomes by consistently enhancing access to both content and language.

The purpose of this study is to understand how emergent bilingual students are afforded educational equity through equal access to literacy instruction. This study explored the multilayered processes of language and literacy education in dual-language contexts. The author illuminates intentional instructional scaffolds implemented in a single 3^rd-grade Spanish-English classroom throughout daily literacy events, which positively impacted students' assessment outcomes.

Intentional instructional scaffolds used and further explained in detail in this paper include: (1)consistently employing the framework of I do, we do, you do in all four language domains- the intentional scaffold of gradual release of responsibility affords students opportunities to see the model, to practice the model in a safe space, and then to independently attempt the task; (2)encouraging and accepting communication attempts, both speaking and in writing, freely from students in their L2; (3)offering daily intervention or instructional level texts and tasks for each student; (4)individual intensive instruction for students labeled as 2+ grade levels below the target; (5)daily story telling linking the academic language of the lesson through narration providing authentic oracy development; as well as (5)weekly progress monitoring and conferencing with students creating shared goals and next steps.

The findings in this study indicate that the intentional instructional scaffolds implemented in this class afforded students assess to both the content and language of literacy instruction. The majority of instruction in this classroom occurred in Spanish with the exception of math. Well over 90% of the literacy instruction also occurred in Spanish with the exception of the required ESL instructional time. Students in this study tested the highest of all 3^rd-grade students in their building as compared to English-only as well as other dual-language immersion classes. They were also among the highest 3^rd-grade averages in the entire district on the state assessment that was given in English.