A third-grade bilingual classroom in an urban elementary school
The purpose of this case study was to identify those factors that affected the linguistic progress of English language learner students in a transitional bilingual program over a four-year period of time in order to determine an effective program model. ^ The factors included the impact of the teaching approaches that have been identified as having an influence on student achievement; students' self-perception, based on real accomplishments and coupled with teachers' acknowledgement; and the role of parent involvement in sustained student achievement. ^ The participants in this study were 8 Spanish dominant students that were enrolled consistently in a bilingual program from kindergarten to the third-grade; their parents and their kindergarten, first-, second-, and third-grade bilingual teachers. ^ The study was longitudinal and based on the case study methodology via an empirical inquiry that investigated a contemporary phenomenon within its real-life context and in which multiple sources of evidence were used. ^ Results of the study provided evidence that instructional approaches that used the students' native language resulted in the achievement of English as a second language proficiency as well as gains in English literacy. Additionally, the roles of students' self-perception as well as the role of parental involvement were established as critical for student achievement. ^
Education, Bilingual and Multicultural|Education, Elementary
"A third-grade bilingual classroom in an urban elementary school"
(January 1, 2008).
ETD Collection for Fordham University.