A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom

A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom

This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findin...

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Main Author: López Estrada, Patricia
Format: Online
Language:spa
Published: Escuela de Lenguas Modernas, Universidad de Costa Rica 2018
Online Access:https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781
id RLM34781
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spelling RLM347812020-07-23T17:38:58Z A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom López Estrada, Patricia two-way immersion programs bilingual education second language teaching second language learning This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States. Escuela de Lenguas Modernas, Universidad de Costa Rica 2018-10-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo evaluado por pares application/pdf application/epub+zip text/html https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 10.15517/rlm.v0i28.34781 Journal Of Modern Languages; No. 28 (2018) Revista de Lenguas Modernas; Núm. 28 (2018) 2215-5643 1659-1933 10.15517/rlm.v0i28 spa https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/34338 https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/epub https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781/html
institution Universidad de Costa Rica
collection Revista de Lenguas Modernas
language spa
format Online
author López Estrada, Patricia
spellingShingle López Estrada, Patricia
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
author_facet López Estrada, Patricia
author_sort López Estrada, Patricia
description This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States.
title A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
title_short A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
title_full A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
title_fullStr A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
title_full_unstemmed A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
title_sort description of literacy instruction in a first grade two-way immersion classroom
publisher Escuela de Lenguas Modernas, Universidad de Costa Rica
publishDate 2018
url https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781
work_keys_str_mv AT lopezestradapatricia adescriptionofliteracyinstructioninafirstgradetwowayimmersionclassroom
AT lopezestradapatricia descriptionofliteracyinstructioninafirstgradetwowayimmersionclassroom
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