Term
Spring 2024
Capstone
Capstone Project
Degree Name
MA-TESOL
Facilitator(s)
Julianne Scullen
Content Expert
Emily Kraus
Abstract
Research has demonstrated that dual language immersion (DLI) schools provide one of the most viable pathways for students of families who speak a language other than English to maintain and develop their home language proficiencies while also learning and improving their proficiencies in English. The professional development (PD) designed for this project focuses on maximizing the English instruction time in Spanish/English dual language immersion schools. Across the United States, the number of DLI programs has increased dramatically in the past few decades yet often the educators employed in the programs have little or no specific training in teaching English as a second language. The project involved creating PD of a sustained duration for educators in DLI programs that included active learning, coaching and expert support, and time for feedback and reflection as suggested by Darling-Hammond and colleagues in their working paper on effective teacher development. The PD will primarily be used in elementary schools that have Spanish/English DLI programs, but is adaptable to DLI programs that teach in other languages and DLI programming in secondary grades. The goal of the project is to help educators in DLI programs create meaningful and authentic learning experiences in English for their English learner students.
Project Type
Professional Development
Keywords
ESL/ ELLs, Multicultural Education, Staff Development, Teachers/ Teaching
Recommended Citation
Worthington, Sara, "Spanish-Speaking English Learners’ Experience in Spanish/English Dual Language Immersion Schools" (2024). School of Education and Leadership Student Capstone Projects. 1008.
https://digitalcommons.hamline.edu/hse_cp/1008
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects