Former Dual Immersion Students in Spanish 1: Implications of a Disparity Between Elementary Immersion Programs and Secondary World Language Instruction in California Public Schools
Abstract/Contents
- Abstract
- My research investigates perceptions of misalignment in students’ educational experiences between dual immersion and traditional secondary world language programs. It analyzes the post-immersion experiences of former dual (two-way) immersion students who were majority group members raised with English at home. Through in-depth interviews with nine former students of an elementary dual immersion program in a California public school district, I explore perceived inconsistencies between the elementary Spanish-English dual immersion program and the district’s middle and high school world language programs. The goals of this study are: a) to understand former dual immersion students’ perceptions of their formal second language instruction and b) to identify any outcomes specific to the combination of pedagogically-differing language programs. Specifically, the study seeks to evaluate the perceived cultivation and engagement of students’ internal language systems in both elementary dual immersion and traditional middle school and high school language classes and understand the relative program impacts on students’ linguistic attitudes, language development, and interpersonal relationships. The study finds that the task of relearning Spanish with a cognitive approach is largely counterproductive since these students have already developed internal linguistic systems through the content-based instruction of dual immersion. Furthermore, the inconsistent transition between programs impedes language development, depreciates previous acquisition, and creates linguistic tensions which manifest themselves in classroom conflict.
Description
| Type of resource | text |
|---|---|
| Date created | March 2018 |
Creators/Contributors
| Author | Talavera, Skye |
|---|---|
| Advisor | Valdés, Guadalupe |
Subjects
| Subject | world (foreign) language instruction |
|---|---|
| Subject | dual (two-way) immersion |
| Subject | student perspectives |
| Subject | Stanford Graduate School of Education |
| Genre | Thesis |
Bibliographic information
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- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Preferred citation
- Preferred Citation
- Talavera, Skye. (2018). Former Dual Immersion Students in Spanish 1: Implications of a Disparity Between Elementary Immersion Programs and Secondary World Language Instruction in California Public Schools. Unpublished Honors Thesis. Stanford University, Stanford CA.
Collection
Undergraduate Honors Theses, Graduate School of Education
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- Contact
- skye.talavera@gmail.com
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