Summer 12-14-2015



Degree Name


Primary Advisor/Dissertation Chair

James Brickwedde

Secondary Advisor/Reader One

Stephanie Mendez

Peer-Reviewer/Reader Two

Mary Noonan


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

Included in

Education Commons