A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom
Guardado en:
| Autor: | |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2018 |
| Descripción: | This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/34781 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 |
| Palabra clave: | two-way immersion programs bilingual education second language teaching second language learning |