Term
Summer 12-14-2015
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
James Brickwedde
Secondary Advisor/Reader One
Stephanie Mendez
Peer-Reviewer/Reader Two
Mary Noonan
Abstract
This study addressed when and why do native English speakers in a Spanish immersion switch into English during math instruction? This capstone studied 30 students in a Spanish immersion school in an affluent suburban area in the Upper Midwest. The author used literature from other types of immersion schools to highlight the lack of research on native English speakers in immersion settings. This capstone used audio- recordings, questionnaires and open-ended interviews to research the question. The researcher concludes that teaching Spanish vernacular in the immersion model would decrease the amount of English in the math classroom and that language objectives and math objectives, including vocabulary, must be embedded in the math lessons.
Research Methodology
Action Research, Field Study, Interview, Surve
Keywords
Foreign Language, Mathematics, Mathematics in immersion schools
Recommended Citation
Holland, Samantha Marie Judith, "When and why do native English speaking students in a Spanish immersion setting switch into English during math instruction?" (2015). School of Education and Leadership Student Capstone Theses and Dissertations. 271.
https://digitalcommons.hamline.edu/hse_all/271