NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Nominal and Verbal Agreement in Portuguese: Differential Outcomes of a Focus on Language in a Fourth-Grade Immersion Class
Peer reviewed Peer reviewed
Direct linkDirect link
Child, Michael W.; Bateman, Blair E. – Hispania, 2020
Immersion students' language abilities are generally characterized by strong receptive skills (listening, reading) and less developed productive skills (speaking, writing) when compared with L1 speakers of the immersion language (e.g., Allen et al. 1990; Cummins 1998; Harley 1992). In this paper we report results from a six-month mixed-methods…
Descriptors: Grammar, Portuguese, Second Language Learning, Error Correction
Teachers' Attitudes toward Technology in a Two-Way Dual-Language Program
Peer reviewed Peer reviewed
Direct linkDirect link
González-Carriedo, Ricardo; Esprívalo Harrell, Pamela – Computers in the Schools, 2018
This study examined the attitudes of nine teachers in a two-way dual-language program in regard to using technology to support the linguistic and academic development of emergent bilinguals. Using a phenomenological, multiple case-study approach, teachers' perceptions about using technology in education and the potential of technology to advance…
Descriptors: Teacher Attitudes, Computer Attitudes, Computer Uses in Education, Bilingual Education Programs
Agency in Action: How Teachers Interpret and Implement Arizona's 4-Hour Structured English Immersion Program
Peer reviewed Peer reviewed
Direct linkDirect link
Newcomer, Sarah N.; Collier, Lizabeth C. – International Multilingual Research Journal, 2015
Sharing the findings from two qualitative case studies, analyzed together, this article examines various ways educators, both elementary teachers and teacher educators, exercise agency in their interpretation and implementation of Arizona's model of Structured English Immersion (SEI), a 4-hour English Language Development (ELD) block, which…
Descriptors: Immersion Programs, English (Second Language), Second Language Instruction, Qualitative Research
Itinerant Deaf Educator and General Educator Perceptions of the D/HH Push-in Model
Peer reviewed Peer reviewed
Direct linkDirect link
Rabinsky, Rebecca J. – American Annals of the Deaf, 2013
A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which…
Descriptors: Deafness, Hearing Impairments, Special Education Teachers, General Education
Linking Service-Learning Opportunities and Domestic Immersion Experiences in US Latino Communities: A Case Study of the "En Nuestra Lengua" Project
Peer reviewed Peer reviewed
Direct linkDirect link
Tijunelis, Viktorija; Satterfield, Teresa; Benki, Jose R. – Hispania, 2013
We report on the service-learning component of a Spanish-language Saturday school in Ann Arbor, Michigan, for elementary-aged Spanish-language heritage learners and also examine the newly forming Latino community served by this innovative program. The US Spanish-speaking population is growing throughout the country, resulting in greatly increased…
Descriptors: Service Learning, Second Language Instruction, Second Language Learning, Immigrants
Personal Motives: Tapping into Adolescent Motivations in Second Language Learning.
PDF on ERIC Download full text
Hare, Francis A., III – 1992
Case studies of six foreign adolescents participating in a 3-week immersion English-as-a-Second-Language (ESL) program at the American Village language camp in Big Sky, Montana, are examined, including the students' motivations in learning and using English. Research focused on exploring student motivations toward learning and using English at the…
Descriptors: Adolescents, Case Studies, English (Second Language), Immersion Programs