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"Estoy Aprendiendo" Ingles y Espanol...

Perez, Marlen Quintero.

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"Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students./
Author:	Perez, Marlen Quintero.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	62 p.
Notes:	Source: Masters Abstracts International, Volume: 80-05.
Contained By:	Masters Abstracts International80-05.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10974094
ISBN:	9780438591592

"Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students.
Perez, Marlen Quintero.

"Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 62 p.

Source: Masters Abstracts International, Volume: 80-05.

Thesis (M.Ed.)--University of California, Los Angeles, 2018.

This item must not be sold to any third party vendors.

There are approximately 1.3 million Emergent Bilingual students (EB students) in California's public schools (CDE, 2017). The current study examines the relationship between the language ideologies and academic achievement of 18 Spanish-English EB students at a public elementary school in Los Angeles. Language ideologies are "sets of beliefs (or ideas) about language" (Ajsic & McGroarty, 2015, p. 182). One-on-one interviews with EB students revealed that EB students embraced a bilingual language ideology through their bilingual language practices at home and at school and their preference for bilingual instruction. EB students in bilingual classrooms, on average, performed higher on both English and Spanish assessments than EB students in English-only classrooms and often also performed above the national norm in both English and Spanish. There was a positive relationship between bilingual language ideologies and high academic achievement for students in bilingual classrooms. This relationship was not evident for students in English-only classrooms.

ISBN: 9780438591592Subjects--Topical Terms:

2122778
Bilingual education.

"Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students.
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245 1 0 $a "Estoy Aprendiendo" Ingles y Espanol : Exploring the Relationship Between the Language Ideologies and Academic Achievement of Second-grade Spanish-English Emergent Bilingual Students.
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500 $a Source: Masters Abstracts International, Volume: 80-05.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Bailey, Alison L.
502 $a Thesis (M.Ed.)--University of California, Los Angeles, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a There are approximately 1.3 million Emergent Bilingual students (EB students) in California's public schools (CDE, 2017). The current study examines the relationship between the language ideologies and academic achievement of 18 Spanish-English EB students at a public elementary school in Los Angeles. Language ideologies are "sets of beliefs (or ideas) about language" (Ajsic & McGroarty, 2015, p. 182). One-on-one interviews with EB students revealed that EB students embraced a bilingual language ideology through their bilingual language practices at home and at school and their preference for bilingual instruction. EB students in bilingual classrooms, on average, performed higher on both English and Spanish assessments than EB students in English-only classrooms and often also performed above the national norm in both English and Spanish. There was a positive relationship between bilingual language ideologies and high academic achievement for students in bilingual classrooms. This relationship was not evident for students in English-only classrooms.
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