BILITERACY AND ACADEMIC ACHIEVEMENT IN A TWO-WAY BILINGUAL IMMERSION PROGRAM

<p>Quantitative data examined the effectiveness of a Two Way Bilingual Immersion program on the biliteracy and academic achievement of elementary English learners in southern California. Scores from the California Standards Test (CST) for language arts and mathematics were used to compare the effects of a bilingual curriculum on Hispanic English learners and Hispanic English Only Speakers. English learners' average group scores increased significantly; average group scores for English Only Students' decreased. The Standards Test in Spanish (STS) scores indicate English learners' gains in biliteracy development. These notable academic outcomes evidence the importance of Two Way Bilingual Immersion program for English learners.</p>

Name thesis:degree_name

Master of Arts in Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Education

Year dc:date.available

2015

Author dc:creator

• McCray, Joanna Rachel

Contributors dc:contributor

• María V. Balderrama

• bilingual
• biliteracy
• English learners
• standardized testing
• dual immersion
• two-way
• Bilingual, Multilingual, and Multicultural Education

Repository record dc:identifier

https://scholarworks.lib.csusb.edu/etd/138

OAI identifier oai:identifier

oai:scholarworks.lib.csusb.edu:etd-1156