Date of Award
Spring 5-10-2024
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Ximena P. Suarez-Sousa
Keywords
dual language, English learners, English language learners, English as a second language, teaching English as a second language, developing English learners
Abstract
Dual language classrooms provide instruction for language learners to use their first language (L1) as well as their second language (L2) to learn academic content. The goal of the study was to impact the decision-making among educational leaders who may be challenged by the dual language classroom due to the logistics and financial demands such a program possesses for school district leaders. A single-subject AB quasi-experimental study explored the impact of one monolingual mathematic classroom and making it into a dual language classroom providing a Spanish interpreter during whole group math instruction time. The model that was delivered replicates what has been studied, but in the context of the researcher’s community where dual language classrooms have never been tested. The researcher studied the way three developing English language learners were affected by the dual language element and how these students performed on assessments compared to the monolingual classroom English learners. The research was guided using James Cummin’s Common Underlying Proficiency (CUP) Theory. This study also aimed at exploring and reporting the English language learners’ (ELL) experiences and bringing into the discussion the children’s lens probably for the first time as well as the teachers. The study showed no significant difference in aMath FastBridge scores between the dual language classroom and monolingual classroom. The researcher recommends conducting this study for at least an entire semester, having the researcher observing the monolingual classrooms at random for the purpose of providing feedback regarding implementation, utilizing the services of the interpreter during small group instruction, and writing a grant to cover the costs associated to the dual language materials.
Recommended Citation
Scheidt, Molly M., "Assessing Language Learners In Mathematics: A Single-Subject AB Quasi-Experimental Study Exploring The Impact of Dual Language and Monolingual Classrooms on Achievement" (2024). Dissertations, Theses, and Projects. 949.
https://red.mnstate.edu/thesis/949
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons, Language and Literacy Education Commons