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The Path to Biliteracy: Case Study o...

Chung, Lily M.

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The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program./
Author:	Chung, Lily M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3739457
ISBN:	9781339300917

The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program.
Chung, Lily M.

The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 180 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2015.

The purpose of this study is to explore and describe the components of a Dual Language Immersion Program (DLIP) in a public elementary school. The major foci are benefits, challenges, perceptions, and expectations. Multiple adult stakeholders' perspectives are used to contextualize these components. Data was collected from interviews, archives, and program documents. Twenty-four participants were interviewed: five teachers in the Chinese Dual Language Immersion Program; two teachers who are partnered to teach the English portion of the program; one Foreign Language Early Start (FLES) teacher; one teacher in the mainstream program; one teacher on special assignment; the district union president; eight DLIP parents; two potential DLIP parents; one non-DLIP parent; the current principal; and the principal who established the program and currently serves as principal at the feeder school where the DLIP will continue for the middle grades. The findings suggest that, after six years of implementation, there is still difficulty in finding the appropriate program structure to meet students' needs. Program staff experienced many changes such as a high teacher and administrator turnover. In addition, the lack of resources is a major challenge in terms of program sustainability. Despite these challenges, the findings show that stakeholders remained confident about the future of the program.

ISBN: 9781339300917Subjects--Topical Terms:

2122778
Bilingual education.

The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program.
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245 1 4 $a The Path to Biliteracy: Case Study of a Chinese Dual Language Immersion Program.
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300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Carl A. Cohn.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2015.
520 $a The purpose of this study is to explore and describe the components of a Dual Language Immersion Program (DLIP) in a public elementary school. The major foci are benefits, challenges, perceptions, and expectations. Multiple adult stakeholders' perspectives are used to contextualize these components. Data was collected from interviews, archives, and program documents. Twenty-four participants were interviewed: five teachers in the Chinese Dual Language Immersion Program; two teachers who are partnered to teach the English portion of the program; one Foreign Language Early Start (FLES) teacher; one teacher in the mainstream program; one teacher on special assignment; the district union president; eight DLIP parents; two potential DLIP parents; one non-DLIP parent; the current principal; and the principal who established the program and currently serves as principal at the feeder school where the DLIP will continue for the middle grades. The findings suggest that, after six years of implementation, there is still difficulty in finding the appropriate program structure to meet students' needs. Program staff experienced many changes such as a high teacher and administrator turnover. In addition, the lack of resources is a major challenge in terms of program sustainability. Despite these challenges, the findings show that stakeholders remained confident about the future of the program.
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