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First Language as a Resource in Addi...

Schmidt, Elaine.

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First Language as a Resource in Additive Bilingual Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	First Language as a Resource in Additive Bilingual Education./
Author:	Schmidt, Elaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10835058
ISBN:	9780355956405

First Language as a Resource in Additive Bilingual Education.
Schmidt, Elaine.

First Language as a Resource in Additive Bilingual Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 162 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (D.Ed.)--University of Calgary (Canada), 2018.

This item is not available from ProQuest Dissertations & Theses.

Bi-multilingual language and literacy research over the past three decades demonstrates the positive benefits of integrated language learning pedagogic approaches. In the Alberta Kindergarten to grade 12 bilingual program construct, where second language (L2) learning and biliteracy are the goals, pedagogic practice has not capitalized on these findings. Instead, there continues to be a parallel monolingual orientation to instruction, resulting in the complete separation of languages in learning. As programs have expanded, pedagogy for middle-years and secondary level learners who have attained intermediate level competencies in the second language has become a challenge in that learners frequently interact in their first language (L1) instead of the second language. Practitioners have begun to question existing instructional practice, and research is needed to explore next pedagogic approaches suited to adolescent learners at intermediate and advanced L2 levels. Educational researchers have reported that for pedagogic practice to evolve, practitioner participation in research is critical. To that end, a participatory action (PAR) research study was conducted. Classroom teachers explored English-Spanish dual language (DL) processes with middle-years learners, and specifically observed the role of the first language (English) as a resource for intermediate level second language instruction. DL approaches such as integration of learning and bridging of knowledge were investigated. Data was gathered chiefly from the perspective of the bilingual program teachers informed by classroom experiences with students, as well as through researcher observations and student feedback. Results demonstrated ways in which L1 was a resource for cognitive mediation, L2 development, biliteracy growth, and adolescent bilingual identity formation.

ISBN: 9780355956405Subjects--Topical Terms:

2122778
Bilingual education.

First Language as a Resource in Additive Bilingual Education.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
502 $a Thesis (D.Ed.)--University of Calgary (Canada), 2018.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a Bi-multilingual language and literacy research over the past three decades demonstrates the positive benefits of integrated language learning pedagogic approaches. In the Alberta Kindergarten to grade 12 bilingual program construct, where second language (L2) learning and biliteracy are the goals, pedagogic practice has not capitalized on these findings. Instead, there continues to be a parallel monolingual orientation to instruction, resulting in the complete separation of languages in learning. As programs have expanded, pedagogy for middle-years and secondary level learners who have attained intermediate level competencies in the second language has become a challenge in that learners frequently interact in their first language (L1) instead of the second language. Practitioners have begun to question existing instructional practice, and research is needed to explore next pedagogic approaches suited to adolescent learners at intermediate and advanced L2 levels. Educational researchers have reported that for pedagogic practice to evolve, practitioner participation in research is critical. To that end, a participatory action (PAR) research study was conducted. Classroom teachers explored English-Spanish dual language (DL) processes with middle-years learners, and specifically observed the role of the first language (English) as a resource for intermediate level second language instruction. DL approaches such as integration of learning and bridging of knowledge were investigated. Data was gathered chiefly from the perspective of the bilingual program teachers informed by classroom experiences with students, as well as through researcher observations and student feedback. Results demonstrated ways in which L1 was a resource for cognitive mediation, L2 development, biliteracy growth, and adolescent bilingual identity formation.
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