Honors Program Theses

Award/Availability

Open Access Honors Program Thesis

First Advisor

Deborah Tidwell

Abstract

With an academic achievement gap formed between English Language Learners (ELL) and English-dominant students in the United States, this thesis examines the literature on the successes and failures of different types of bilingual educational programs in order to determine which provide students with the highest levels of academic achievement and affective benefits in an effort to alleviate the differences between the majority and minority language status is education. It also investigates the research on effective practice within these bilingual educational programs, focusing on what administrators and teachers can do in order to foster the highest levels of success within their schools. In accordance with the literature reviewed, a dual language program model is selected as being the most academically and affectively successful. The paper then goes on to provide a program model, based on the foundations of the dual language model, which includes recommendations related to guidelines for implementation and practices for teachers and administrators. The paper then concludes with suggestions for future research in the area of bilingual education for ELL students.

Year of Submission

5-2012

Department

Department of Curriculum and Instruction

University Honors Designation

A thesis submitted in partial fulfillment of the requirements for the designation University Honors

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

5-2012

Object Description

1 PDF file (71 pages)

Language

en

File Format

application/pdf

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