Date of Award/Publication
8-2016
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This research began by asking how dual language programming impacts English comprehension for ENL students. Research was conducted within one first grade dual language cohort with five bilingual students. The data was collected by interviewing teachers and students, utilizing historical comprehension data, observing read alouds, and assessing student comprehension. Findings revealed that comprehension in a participant’s first language was positively related to English comprehension. However, individual student differences impacted the extent of the correlation. Furthermore, dual language teachers implemented common instructional practices to scaffold ENL student comprehension. Therefore, the data implied that native language instruction is integral, student backgrounds and differences need to be analyzed, and dual language educators need adequate professional development to best aid ENL comprehension.
Recommended Citation
Case, Meghan, "Dual Language and ENL Comprehension: A First Grade Study for Students at Risk for Delayed English Language Development" (2016). Education Masters. Paper 354.
https://fisherpub.sjf.edu/education_ETD_masters/354
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.