Examining English Language Development Instruction in the Primary Grades in an 80/20 Spanish-Immersion Two-Way Program

• In Event: 47.058 - Educational Policies Shaping Bilingual/Dual-Language Education

Abstract

This qualitative case study using ethnographic methods seeks to document and describe one Two-Way Immersion (TWI) school's attempt to modify their English Language Development (ELD) program to improve the quality of English instruction for its ELL students. Conducted in two phases, the study examines both programmatic and instructional patterns that emerged as a result of the modifications to the ELD program. I argue that the extent to which students received high-quality ELD instruction (characterized by explicit language instruction, oracy practice, and dialogic talk), was dependent on the teacher. Implications for future research on ELD in TWI programs are discussed.

Author

• Meg Burns, Lesley University