A comparative analysis of traditional bilingual and dual language programs : the impact on language acquisition and academic achievement, 2024

Item — Call Number: MU Thesis Rag

Identifier: b7932061

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2024

Creator

Ragone, Leandra (1985- ) (Author, Person)
Antoniou, Joanna (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Rawls-Dill, Elford (1975- ) (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 112 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

Selecting the most appropriate language support program for Multilingual Learners is critical to fostering both academic success and language acquisition. This selection process plays a key role in shaping the long-term academic and social outcomes of multilingual learners. Language support programs vary in approach and effectiveness, making it essential for schools to understand which programs best suit their student populations. By implementing programs that balance language development with academic content, educators can help students thrive in both their native and new languages. Programs like Dual Language and Traditional Bilingual models offer distinct methods of instruction, and understanding their impact is crucial to improving educational outcomes for these learners. School districts must consider factors like community demographics, available resources, and educational goals to make informed decisions about which language support program will be most beneficial. This quantitative study provides a comparative analysis of the Dual Language and Traditional Bilingual programs among first- and second-grade students in an urban school district. By focusing on these two widely used models, the research aims to provide valuable data that can guide school districts in selecting the most effective language suppo1t programs for their multilingual populations. The assessment instruments used to conduct a comparative analysis of student progress in reading skills and language acquisition in both language programs are the NWEA MAP, DIBELS/mClass Lectura, and WIDA ACCESS assessment. The findings will contribute to better-informed decisions and ultimately support improved educational experiences and outcomes for Multilingual Learners.

Keywords: ACCESS Assessment, DIBELS/mClass Lectura, English Language Learner (ELL), Multilingual Learner (MLs), NWEA MAP Assessment, RIT Score. WIDA MODEL.

Partial Contents

Abstract -- Dedication -- Acknowledgement -- Table of contents -- List of tables -- List of figures -- 1. Introduction -- 2. Review of the literature -- 3. Methodology -- 4. Findings -- 5. Discussions and implications -- References -- Appendices.