{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/116177"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/116177","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Kindergarten with Mascarillas: A qualitative case study of a Spanish-English dual language classroom during COVID-19","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-11-15 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. 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The submission was exported from vireo on 2022-11-15 without embargo terms","The student, Esther Kim, accepted the attached license on 2022-06-29 at 20:29.","The student, Esther Kim, submitted this Thesis for approval on 2022-06-29 at 20:37.","This Thesis was approved for publication on 2022-07-01 at 07:49.","DSpace SAF Submission Ingestion Package generated from Vireo submission #18119 on 2022-11-15 at 17:38:04","Dual language programs have increased across the country in response to both under-achievement for language learners in mainstream classrooms and a growing awareness of the importance of multilingualism and cross-cultural competence. This study explores how teachers and students negotiate a learning environment impacted by relationships, ideologies, and pedagogical practices. In the context of COVID-19, this study is significant because there is little research on the everyday practices that cultivate bilingualism and biliteracy from a sociocultural perspective and how the pandemic has impacted those norms. This qualitative case study uses interviews, observations, and field notes from a Kindergarten Spanish-English dual language classroom in a small urban area in the Midwest. The participants include four staff members and five focal students representative of the classroom makeup varying in home language, socioeconomic status, gender, and age. Results from this study contribute to understanding how to foster multilingual environments that offer optimal participation opportunities for all students, in addition to listening to the perspectives of the teachers and students that embody this space regarding their everyday practices."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Kindergarten with Mascarillas: A qualitative case study of a Spanish-English dual language classroom during COVID-19"]}]}],"canonical_facts":{"dc:contributor":["Sadler, Randall W","Pierce, Lisa"],"dc:creator":["Kim, Esther Jun"],"dc:date":["2022-08","2022-07-01"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. 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In the context of COVID-19, this study is significant because there is little research on the everyday practices that cultivate bilingualism and biliteracy from a sociocultural perspective and how the pandemic has impacted those norms. This qualitative case study uses interviews, observations, and field notes from a Kindergarten Spanish-English dual language classroom in a small urban area in the Midwest. The participants include four staff members and five focal students representative of the classroom makeup varying in home language, socioeconomic status, gender, and age. 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