Dissertations and Theses @ UNI
Availability
Open Access Dissertation
Abstract
Immersion schools are a growing portion of schools in the United States. In 2021, there were over 3,600 immersion schools across the United States, a 1000% percent increase in the number of immersion schools in the last 40 years. Immersion schools may follow different models for instruction. In one model, children learn to read and write in the second language before they are taught to read and write in English. The purpose of this study was to explore practices in English literacy instruction delivered to students enrolled in one-way language immersion programs. The study also sought to examine the experiences of educators who teach English phonics in one-way immersion programs. Through interviews with three teachers of English phonics in immersion schools, I discovered some common themes. The following ideas resonated with participants: lack of immersion- targeted professional development, utilizing a variety of strategies to teach, the similarities and differences between the Spanish and English languages, challenges in finding appropriate curriculum, and staffing challenges of immersion schools.
Year of Submission
2025
Degree Name
Doctor of Education
Department
Department of Educational Leadership and Postsecondary Education
First Advisor
Matt Townsley
Date Original
5-2025
Object Description
1 PDF (ix, 72 pages)
Copyright
©2025 Kathleen Konrardy
Language
en
File Format
application/pdf
Recommended Citation
Konrardy, Kathleen, "What are Teacher Beliefs and Perceptions About Teaching Children to Read Within a One-Way Spanish Immersion School?" (2025). Dissertations and Theses @ UNI. 2204.
https://scholarworks.uni.edu/etd/2204
