Beasley,+Laurin


 * KWL Assignment**

language would best suit non-native speakers. The language used most in U.S.A. is Spanish. || can more than two be used? ||= I have learned that instead of having non-native speakers fall behind or be pulled out of the classroom they are doing better in all areas of the curriculum when they are taught in their native language. || from pre-k through highschool? ||= They use dual language immersion programs from Kindergarten into college. Although after 1-5 there are less programs. The higher grades focus more on bilingualism than just helping the non-native speakers. If the program does not continue they are put in English-only classrooms which defeats the purpose of the previous programs. || compared to school that only teach English? ||= Standardized test scores have been shown to be higher in dual language immersion programs. I found this to be true in multiple research that I read. || I read that one teacher believed their students had no idea that she could speak English since he/she only taught Spanish. I think that this is good because the students must speak the language that is being taught and can not try to get out of it by asking the teacher in the other language. ||
 * My Research Paper Topic: Dual Language Immersion**
 * __**What I KNOW **__ || **__What I WANT to Know __** || __**What I LEARNED **__ ||
 * The students are completely immersed in two seperate languages || How successful is dual language immersion? || I have learned that dual language is quite successfulfor both native and non-native speakers. ||
 * In school, the teachers will only talk to the children in the language of choice. || How do they choose the two languages to immerse the students in? || They usually choose the language based on what the native language is of that area and what
 * Generally, I have heard of the two languages being Spanish and English. ||= What languages are often used and
 * I have also heard of French immersion. (Robert Goddard school in Maryland) ||= Do they use dual language immersion
 * =  ||= What are the children's test scores
 * || ﻿In a dual language classroom, where there be two teachers, one speaking English and one speaking Spanish? Or will there just be one teacher speaking both languages? || The students have two teachers. The students are required to only speak Spanish in one classroom and only English in the other.

__Purpose Statement:__ The purpose of this paper is to further investigate if dual immersion programs are providing minority students that speak the non-dominant language with an equitable education.
 * Purpose and Thesis Statement Assignment**

__Thesis Statement:__ Immersing students in a Spanish/English dual language immersion program provides Spanish-speaking minority students with an opportunity to receive an equitable education. English language learners and native English speakers will both attain positive linguistic, cross-cultural and academic results. I like your statements, but in your thesis I am unsure if you are talking about all minority students, or specifically students who speak a non-dominant language (second language learners).


 * Annotated Bibliography/Reference List**

References

Alanis, I., & Rodriguez, M. A. (2008). Sustaining a dual language immersion program: Features of success. //Journal of Latinos & Education //, //7//(4), 305-319. doi:10.1080/15348430802143378

Cobb, B., Vega, D., & Kronauge, C. (2006). Effects of an Elementary Dual Language Immersion School Program on Junior High School Achievement. //Middle Grades Research Journal //, //1//(1), 27-47. Retrieved from [].

de Jong, E., & Howard, E. (2009). Integration in two-way immersion education: E qualising linguistic benefits for all students. //International Journal of Bilingual Education & Bilingualism //, //12//(1), 81-99. doi:10.1080/13670050802149531

Dorner, L. (2010). English and Spanish 'para un futuro' - or just English? Immigrant family perspectives on two-way immersion. //International Journal of Bilingual Education & Bilingualism //, //13//(3), 303-323. doi:10.1080/13670050903229851

Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual language schools. //International Journal of Bilingual Education & Bilingualism //, //13//(1), 43-60. doi:10.1080/13670050902777546


 * Paper Outline/Research Paper Draft ﻿ **

Introduction

Background

Dual language immersion programs are set up to provide both native English speaking and non-native speaking students (a chance to succeed?) to succeed how about saying a chance to learn two languages while succeeding academically. Generally, there are two classrooms in this type of program. In One classroom, the teacher only speaks in English , completely immersing the students in the language. The other classroom would be taught by a teacher that only speaks the non-native language. This allows English language learners to also excel in the classroom where they would be the minority in an English only school and may have difficulties with academics (the wording of this sentence is a little confusing to me. I like everything you have in there, it just seems like the orders jumbled a bit or something). Dual language programs generally start in the early years or school, such as Kindergarten or first grade. The programs usually will continue for up (I would take out the "for up" part and just leave "will continue until") until middle school. There are middle school and high school dual language immersion programs, but they are not as profuse as the early programs. Dual language programs provide students with the opportunity to become proficient in both languages. The program allows their primary language to further develop with the support of an added language. As the program continues, the purpose is for the students to become bilingual.

Body

Paragraph 1- Linguistic Achievements Paragraph 2- Cross-cultural Results Paragraph 3- Academic Achievements

Conclusion