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>The Biliteracy framework capitalizes on the linguistic resources that English language learners bring to their classroom (Escamilla et al., 2014). Research indicates that success for English language learners hinges on comprehensible content instruction and literacy instruction in their native language and English. The implementation of the Biliteracy framework in a school district with a high population of English language learners indicates that professional development for teachers and administrators should be presented when the Biliteracy framework is introduced. Program budgets must be detailed and carefully considered in order to assure successful framework development. Program monitoring measures must be carefully considered and presented so that all stakeholders understand their role in the successful implementation of the framework.</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
• Biliteracy
• Bilingual, Multilingual, and Multicultural Education
• Curriculum and Instruction
• Education

Repository record dc:identifier

https://digitalcommons.nl.edu/diss/214

OAI identifier oai:identifier

oai:digitalcommons.nl.edu:diss-1222