Implementation of Spanish and Korean Dual-Language Education Programs in Los Angeles Unified Elementary Schools

• In Event: AERA Poster Session 8
  In Poster Session: Districts in Research and Reform Poster Session

Abstract

This implementation study of 64 dual language programs in Los Angeles Unified School District (LAUSD) measures the alignment between instructional practices and research-based guidelines. In addition, the study assesses the extent to which such alignment varies with classroom or teacher characteristics. After observing 130 classroom lessons in English and the target language, we find that dual language programs in LAUSD are able to implement the following instructional practices successfully: addressing content and language objectives during a lesson, setting high expectations, ensuring that teacher-to-student interactions are in the target language, and utilizing a variety of scaffolding strategies. In addition, we find that the alignment of instructional practice with research-based guidelines varies with teacher credential, language of instruction, and class size.

Authors

• Quynh Tien Le, San Francisco Unified School District

• Britney Wise, Los Angeles Unified School District

• Sydney Ganon, Los Angeles Unified School District

• Andrew Thomas, Los Angeles Unified School District