A Three-Part Dissertation: Staff perceptions of the Newly Restructured Professional Development Program for ELL and Bilingual Teachers; Bilingual Kindergarten Curriculum and Instruction; Biliteracy in Transitional Bilingual Education Programs: A Policy Advocacy Document

<p><strong>Abstract</strong></p> <p>The biliteracy model of instruction for all bilingual students calls for teachers to be familiar with ways to teach reading at all grade levels in Spanish and English. This model seeks to continually develop student literacy skills in both languages so that the language model becomes additive and not subtractive. This policy indicates that the holistic biliteracy framework for reading instruction is a paired literacy model, designed to support simultaneous bilingual children as they realize their potential as bilingual, biliterate, and bicultural learners (Escamilla et al., 2014). </p>

Name thesis:degree_name

Ed.D. Doctor of Education

Level thesis:degree_level

Dissertation - NLU Access

Discipline thesis:degree_discipline

Curriculum, Advocacy, and Policy

Year dc:date.available

2016

Author dc:creator

• Kaye, Piedad

Contributors dc:contributor

• Harrington Gibson
• Elizabeth Minor

• Bilingual
• ELL
• Transitional Bilingual Program
• Bilingual, Multilingual, and Multicultural Education
• Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/213

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1221