Early Childhood Education - Essay Example

Topic: Early Childhood Education B1 OF THE PROPOSAL (Introduction and Background] Hundreds studies and researchers on early education for children are explored relating to its benefit for quality language acquisition. Many schools were apt in updating its system, policies, learning strategies and other related mechanism to improve pre-school curriculum. This research will examines recent initiatives undertaken by educators at Shaw Butte Elementary, a heavily populated area with and undocumented number of immigrants who are learning the English language. It will investigate closely whether immersion program in bilingual education is remain the most effective way students can learn the English language. It will also examine several other ways to learn the English language and compare it to immersion process. The process includes instruction for teachers and principal to properly ascertain that the object of the study will truly undertake immersion. The research is designed for kindergarten through third grade students. This qualitative study will explicate the correlation of immersion to language acquisition in early childhood education. Researcher will maximize empirical observation on its randomly chosen respondents covering ten students from each grade from kindergarten to third grade. Of these respondents three are monolingual, four are bilingual, and three speak English. School Context The following research is conducted at Shaw Butte Elementary in three randomly chosen classes from kindergarten, first, second, and third grade. The school is located by a heavily populated area of new citizens and undocumented immigrants who are learning the English language. The school is a kindergarten through sixth grade school. The student population is at 960 currently. Eighty-five percent of those students are Hispanic. Forty-three percent of the students are EL population. One hundred percent of the students are Title I. The school consists of 36 classroom teachers, six support teachers, and eight and a half special area teachers. Twelve of these teachers have less than three years experience in teaching. The school has limited parental involvement as far as volunteering, however, the parents are very active in coming to special events such as music, reading, and other activates. Breakfast and lunch are provided for all students at no cost. The school also did not make AVP for third grade math and reading. Due to this reason, the intervention periods are prolonged for the current year’s third grade and the former third graders who are now in fourth grade. Class size for the research is ten students from each grade from kindergarten to third grade. There is also an instructional assistant for each group of ten children. The students are in groups of ten, three are monolingual, four are bilingual, and three speak English only. Most of these students have only one parent due to the other parent either living in another country, currently in jail, or the child has never met the other parent. All the children with the exception of 3 monolingual children have been raised in the United States their whole lives. Purpose This qualitative study aims to investigate the effectiveness of immersion program as strategy for language acquisition, particularly English, in early childhood education. It will also examine several other ways to learn the English language and to compare it with immersion as classroom strategy (Walker, 2004). The process will involve teachers and principal who’d mediate in developing an environment where subjects of the study will be truly immersed in an environment where English is a dominant language used in communication. Empirical observations on its randomly chosen respondents covering ten students from each grade from kindergarten to third grade will be done as procedural part of the study. Of those selected respondents, three are monolingual, four are bilingual, and three speak English. The study therefore will primarily delve the significance of immersion program as instrumental for the progression in English language acquisition. Thus, there is presumption here that English speaking and instruction environ will hasten the acquisition of English’s words, vocabulary, speaking and reading comprehension of a child. Research Questions In undertaking this study, researcher will answer the following guide questions: 1. Will immersion be an effective strategy as educative process of English language acquisition in early education? 2. How effective is immersion compared to other known process in English language acquisition? 3. What are the other potential factors that would help students learn English language acquisition? The first question will attempt to explore whether immersion, as environmentally-induced process, will hasten child’s reception, understanding and comprehension of new English words and vocabulary. The second question will find answers how valuable, effectual, and successful is immersion in helping learners learn new language while the third question will correlate the learning process to other factors that could help effective and efficient language acquisition for young learners. Rationale Immersion is said to be a post modern culture (Tang, 2011) which introduced a three-dimensional landscape as part of an expansion process in experiencing and obtaining knowledge. Brisk (1999) expounded that immersion can be able to modify the environment by verbal commands or physical gestures. It can also introduce creative ideas by undertaking the process of learning through environmental influences and by introducing learners to observable physical realities (Petrescu & Rosu, 2011). Applied to language acquisition, immersion was thought by experts as an educative process that could facilitate obtaining knowledge through experiential exposure and could hastily improve the linguistic abilities of children (Conger, 2010). Educational theories argue that knowledge acquired from environment increases the cognitive abilities of children to divergent concepts and verbal reasoning. It accordingly support understanding and appreciation of foreign languages and becomes an agent for new perceptual and thinking abilities of children. Pipia (2010) argued that immersion as a process is academically sound and children who are into dual language would promote cultural expansion and respect to other culture as they are learning English without necessarily removing their first language. Pipia (2010) further explicated that immersion, as educative process; improve children’s competence while making them more aware of the diversity of people in their communities. Learning two or more language will not only improve their fluency but will also make children, at younger age, develop a marketable skill in an ever expanding diverse society. Pipia (2010) further argued that immersion increase children cognitive flexibility and high level of understanding as they are molded to permeate more parent-staff-student interaction and creative community involvement, both locally and globally. Educational Significance Immersion, as an educative course of action to imbibed foreign language, has been widely accepted as an instructional approach to learn English as mode of communication and as tool for intercultural integration (Genesee, 2006). Generally, the aim of integrating foreign language acquisition in the curriculum is for learners to be proficient in speaking English language and to enable them to comprehend the universally accepted language of communication –English (Genesee, 2006). Review of Related Literature This experimental process has been practiced in many multicultural schools and has been academically proved effective. It is observed that within this immersion learning strategy, learners will not only directly gain knowledge from teachers but also from classmates where direct intercommunication or interactive process is taking place (Baker, 1998). Thus, students learn from each other. The level of language acquisition will also depend on the number of hours spent in immersion. Within that continuum, learners are encouraged and motivated to listen, speak, learn, write and use English as communicative tool for understanding (Baker, 1998). Linguist experts opined that immersion systematically provides an integrated, constinuous, logical and proficient-oriented method in knowledge acquisition. This rest with the philosophical precept that human being, as communicative social being and is starving for more knowledge, can easily adapt with what is generally heard, practiced and evident within the learning environment (Baker, 1998). Experts further expounded that in America where Foreign Language Experience (FLEX) is adopted as programs, teachers would undertake regular sessions over a continuum of time for non-English speaking learners to know English language. They develop this program for Spanish or other nationals who migrated in US and who were interested to learn English as an integrated course on foreign languages study. They learn and comprehend the basic words, phrases, sentences and stories using books, auditory recordings on pronunciation, and are motivated to speak and write in English toward holistic understanding on American language (Genesee, 2006). The program is maybe limited but can be continued depending on learner’s interests. Instruments       In this qualitative study, the researcher, with facilitation of classroom teachers, will undertake empirical observation to monitor the progression and to study the effectiveness of immersion as strategic educative practice for early language acquisition for children (Walker, 2004). In measuring its progress, researcher administers test questionnaires for young respondents to determine their reception and appreciation on language acquisition. Respondents will also be introduced to reading, prior and post-test measures, on what they have studied.   Classroom observations.  Classroom observations will be done using standard measures to determine the progression of learners in the acquisition of English as tool for communication. Such may cover the verbal, reading and relational aspect of the immersion process (Genesee, 2006).  Researcher will therefore journal observations, record the improvements of students in learning, consolidate descriptive and reflective information and interpret these information to determine the effectiveness of immersion as tool for language acquisition (Genesee, 2006). Researcher may record those instances when students are discussing among themselves or are in interactive processes thru question and answer methods, including the results of their tests. Data gathered will be analyzed and consolidated into desired formats, may use open or axial coding, and be saved in a database. Questionnaires/surveys.  Surveys and questionnaires are generally the most widely used instruments for research.  These are often consisting of series of questions based on themes that are relevant to the study at hand. The survey questionnaires are a method of gathering information aimed at sourcing explanations and descriptions which has predictable results (Bogdan & Bilklen, 1998). When all data are gathered, researcher will analyze them thoroughly. Said questionnaire must also have demographic information of chosen respondents. Pre- and post-test measures of vocabulary.  Pre- and post-test designs measure the perceptual and cognitive abilities of the respondents to determine comparative level of changes before and after they have undertaken the immersion program to learn English language. The measure will provide an idea how effective is the program as strategy in educational intervention (Brisk, 1999). In so doing, the researcher will maximize standardized measurements to evaluate the knowledge acquired by learners and their level of comprehension in linguistic subject. Interventions This research requires significant intervention of systems and methods which will be used by teachers to improve the capacity of learners to speak write and comprehend English language. These approaches can be as follows: Dialogic reading.  Book-focused, otherwise known as dialogic reading, is perceived helpful in increasing learners’ vocabulary and in comprehending meanings (Brisk, 1999). This process is aided by showing pictures or caricatures to associate it with specific words. This can be further supported with intentional reading and worksheets as take home assignments. Experts professed that in classroom instruction, dialogic reading is effective in increasing learner’s vocabulary aptitude (Brisk, 1999). English language learner strategies.  Linguist posits that foreign language’s meaning can be taught to students using their native language (Genesee, 2006).  Their native language can be accordingly utilized as strategy to support their second language with the aid of visuals and interactive learning processes (Genesee, 2006). Others call this bilingual immersion. Small group book reading.  Japanese style of classroom instruction utilize small group instruction, such as story-telling method which has interactive question-and-answer method to measure comprehension and learner’s verbal capacity to utter words or sentences (Genesee, 2006). For early learners, the uses of books as reading materials aid in increasing their cognitive and comprehension abilities. Book reading likewise inspire teacher-student conversation. Author’s position.  When all necessary data and observations are gathered though all interventions and visual aids, immersion program coupled with dialogic reading and interactive discourse, as part of the methodology of instruction, is the most productive result for English language acquisition in an early childhood learning . Application of findings to the action research project.  There are several tools to undertake this study and are considerably helpful in linguistic lessons of children. The researcher will undertake this study using observations, pre- and post-tests, reading with interactions and questionnaires.  Observations and results from provided interventions will be documented and consolidated for interpretation and as evidences for researcher to draw conclusive inferences. Methodology This is a qualitative and quantitative study focused on documenting and analyzing the progress of young learners the acquisition of English language using immersion as a strategy in instilling English vocabulary and language. The research will use observations, interpretative and analysis of collated data and information. Participants       This research will involve students from Shaw Butte Elementary from three randomly chosen classes from kindergarten, first, second, and third grade. The school is characterized with unregistered immigrants who are learning the English language. The school has kindergarten through sixth grade school and with a populace of 960 students. Their ages rangers from 6 to 12 years old and their cognition ability vary depending on their age and Of this population, 85% are Hispanic and 43% are EL population. One hundred percent of the students are Title I. The school has 36 classroom teachers, six support teachers, and eight and a half special area teachers. Class size for the research is ten students from each grade from kindergarten to third grade. The research, which would undertake series of observations and interpret analysis, will be undertaken with the facilitation of teachers. Ethical Considerations Researcher should be sensitive to safeguard the subjects of the study. Such meant that diligent exercise of professional and ethical standards be observed in the conduct of the study such as plagiarism and the free prior and informed consent (FPIC) of all stakeholders (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1979). Consent will be generated by sending formal communication to parents of the children, of the teachers and of the school principal (NCPHSBBR, 1979). Such is consistent to the ethical standard adhered by the international research institution to gather trust and respect from participants of the study. Moreover, researcher must observe respect, beneficence, sense of justice, and the values of the respondents of this study (NCPHSBBR, 1979). The communication will contain the purpose of the study, the expectations, possible risks and benefits, and the assurance that the outputs be regarded with utmost confidentiality (NCPHSBBR, 1979). Instruments The following are the necessary instruments to complete the research: Classroom observations.  The researcher, with the facilitation of the teachers, will observe the development of learner’s verbal, reading and relational aspect of the immersion process (Genesee, 2006).  All details will be documented, consolidated and analyzed with descriptive and reflective interpretation of data to ascertain the effectiveness of immersion as tool for language acquisition (Genesee, 2006). Researcher will observe and evaluate the interactive processes of students and teachers thru question and answer (Q&A) including test results. Data gathered will be saved in accordance to desired formats, either open or axial coding, and be saved for securely. Questionnaires/surveys.  This consists of thematic questions that are significant to the study at hand. The survey questionnaires aimed at gathering explanations and descriptions from respondents (Bogdan & Bilklen, 1998) which will be methodically analyzed by the researcher. Gathered information will include demographic information of respondents. Pre- and post-test measures of vocabulary.  This will measure cognitive abilities of the respondents to ascertain comparative level of changes before and after they have undertaken the immersion program. The result will determine the effectiveness of the program as strategy in the acquisition of English language as tool for verbal and written communication (Brisk, 1999). The test will be based on standardized measures sourced from subjects introduced to students. Interventions This research requires significant intervention of systems and methods needed to improve the capacity of learners to through these following approaches: Dialogic reading.  Book-focused readings and comprehension of meaning through stories helps increase learners’ vocabulary (Brisk, 1999). This can be aided with visuals, caricatures and figures to hasten learner’s association of words. This can be further supported with intentional reading and worksheets as take home assignments. Experts professed that in classroom instruction, dialogic reading is effective in increasing learner’s vocabulary aptitude (Brisk, 1999). English language learner strategies.  Linguist posits that foreign language’s meaning can be taught to students using their native language (Genesee, 2006).  Their native language can be accordingly utilized as strategy to support their second language with the aid of visuals and interactive learning processes (Genesee, 2006). Others call this bilingual immersion. Small group book reading.  Story-telling method has interactive dialogic question-and-answer process to measure comprehension and learner’s verbal capacity to utter words or sentences (Genesee, 2006). For early learners, the uses of books as reading materials aid in increasing their cognitive and comprehension abilities. Book reading likewise inspire teacher-student conversation. In implementing all these, teachers are provided all the necessary guidelines and direction on the mechanism of its implementations. Fundamentals on reading and interactive communication, with all the visual aids and support materials, will be provided too. These will be modeled and illustrated by the researcher. Procedure The process will cover pre, actual and post project implementation. Pre-data collection will encompass conduct of survey, vocabulary assessment, systemic presentation about the implementation of interventions and observation, in-set training of teachers, actual implementation collection of data, classroom intervention and observation, conduct of test, performance of evaluation about the implementation of immersion program. The first week will be securing consents from the respondents of the study, conduct of in-set training for the teachers, modeling of the program, conduct of pre-data collection, vocabulary assessment and surveys. The survey will gather perceptual and emotional acceptance of learners about vocabulary and language instructions. Succeeding weeks consist of classroom instruction observation and journaling of learners’ responses. Teachers’ intervention is crucial in this stage for dialogic reading, classroom interactive instruction, and monitoring of learners’ reading comprehension. Their numbers of teachers will be determined by the researcher. The introduction of words, vocabulary, phonics, concepts, toward reading and interaction will be thematically done. The researcher will use classroom observation, questionnaires, and survey, pre-test and post-test measures. These are already explained earlier. Researcher will collect the data from direct observation, journal it, and consolidate these as evidences for logical inferences in probing the significance of immersion in language acquisition (Bogdan & Bilklen,1998). A post-test will be conducted for all respondents of this study the results of which will be compared with the pre-test conducted to measure if knowledge introduced are received well and to determine if the program remain effective in English language instruction. Within the actual program implementation, the following will be dutifully undertaken: 1. Observations – is a powerful and professional tool that is significant for performance management monitoring. In this study, both researcher and teacher will observe the responses and the progression of learner’s reading, comprehension and analytical skills in the acquisition of English language. Among those that should be observed are the behavioral and relational aspects of learners as they co-learn English language. 2. Surveys or Interviews – is an instrument in sourcing information based on controlled thematic questions designed to exact needed data, information and perception based on empirical or experiential realities. 3. Pre & Post Test Measures – these are tests administered to learners based on introduced lessons to determine their level of comprehension and analysis based on standard measures adopted by teachers and researcher. This test can be done through dialogic reading, Data Collection. Data collection should be done within the pre-preparatory stage before the actual project commence in the implementation. Such will be done thoroughly via research. Data collection remains to be implemented within the process of implementing the immersion program as the classrooms will be the laboratory of observation of the immersion program as educative strategy in language acquisition. Data Analyses Data analysis will revolve around quantitative and qualitative data. Qualitative Data Analysis. Observatiosn are taken during verbal interaction and in dialogic reading books.  Researcher will also delve into teacher-child interactions, utilization of vocabulary, in answering queries, and small-group dialogues (Bogdan et.al, 1998). Qualitative data are consolidated as narratives to explicate the impact of the immersion program. The surveys will consist of questions formulated to explore and explicate the learner’s emotional quotient about the educative processes they underwent using immersion as a strategy in learning English vocabulary and sentence construction (Bogdan et.al,1998). Such will be expanded to explain teacher-students conversation analysis. Results of the survey will be categorized into themes: What do you feel about reading? How does it feel when teacher reads story or sentences in English?  How do you feel about learning some English vocabulary and expressions from co-classmates? Findings will be segregated in a thematic open and axial coding as substantive representation of the phenomenal outcome of the study. Figure 1. Defining Success in Quality Bilingual Education. (Brisk, 1999) Quantitative Data. The test will measure learners’ cognitive ability to ascertain the level of comprehension, retention and analytical ability of the learners in language acquisition. The test will be administered creatively to ascertain if students have achieved the level of proficiency in English language. The measure will be undertaken to determine their skills in speaking, reading, listening and writing ability in English. High rate of passers will show that the immersion program is effective in the acquisition of English language. The test will be administered with teacher’s assistance and intervention. All results will be recorded and consolidated as quantitative data for this study and will be compared to the pre-test results (Bogdan et.al,1998). The researcher will likewise evaluate the behaviors of the learners after undertaking the immersion program (Bogdan et.al,1998). Recommendations to sustain or to improve the intervention will also be formulated which will become the basis for strengthening educative processes. Such recommendations are sourced from the qualitative and quantitative data analyses extracted from controlled respondents test and other related measures. REFERENCES Howard, Elizabeth; Sugarman, Julie; Christian, Donna ( 2003). Trends In Two-Way Immersion Education: A Review of the Research & Center for Research on the Education of Students Placed At Risk. e Institute of Education Sciences (IES, formerly OERI), U.S. Department of Education. The Johns Hopkins University. Baltimore. Pp. 1-50 Ekaterine Pipia, (2010). A Study of Dual Language Instruction in the American School System," IBSU Scientific Journal, International Black Sea University, Tbilisi, Georgia. vol. 4(2), pages 125-134. Walker, Cheryl (2004). Foreign Language Study Important in Elementary School. Wake Forest University, Winston-Salem, North Carolina. Tang, Hui-Wen Vivian, (2011).Optimizing an immersion ESL curriculum using analytic hierarchy process. Evaluation and Program Planning, Elsevier, vol. 34(4), pages 343-352, November. Brisk, Maria E. (1999). Quality Bilingual Education: Defining Success. Presented at the Symposium on Language Policy, LAB Working Paper 1 at Bar Ilam University, Israel. Northeast and Islands Regional Educational Laboratory. LAB, Brown University, Providence, RI. Anca Petrescu & Mirela Rosu, (2011). Teachers’ training for the early childhood education - a paradigm shift in terms of professionalisations. Conferinta Stiintifica Internationala Logos Universalitate Mentalitate Educatie Noutate - Lumen International Scientific Conference Logos Universality Mentality Education Novelty, Editura Lumen, Department of Economics, vol. 1, pages 126, February. Dylan Conger, 2010. Does Bilingual Education Interfere with English-Language Acquisition? Social Science Quarterly, The Southwestern Social Science Association, vol. 91(4), pages 1103-1122. Baker, K. (1998). Structured English Immersion: Breakthrough in teaching limited English proficient students. In: Abbeduto, L. (Ed.), Taking Sides: Clashing Views on Controversial Issues in Educational Psychology (pp. 40-47). Connecticut: McGraw-Hill. Walker, Cheryl (2004). Foreign Language Study Important in Elementary School. Wake Forest University, Winston-Salem, North Carolina. Fred Genesee (2006). What do we Know About Bilingual Education for Majority Language Students. In: Bhatia, Tej. K. & Ritchie, William C., (eds).The Handbook of Bilingualism. Blackwell Publishing, Victoria, Australia. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research (1979). The BelmontReport. Ethical Principles and Guidelines for the Protection of Human Subjects of Research. National Institutes of Health, Washington, DC. Article 1 Complete one copy of this table for each article you read. Title A Study of Dual Language Instruction in the American School System Author Ekaterine Pipia Year 2010 The purpose of the study is… (one sentence, your own words) Aimed to determine the value of implemented dual language instruction for minority children in the United States of America  Subjects/ Participants Teachers in the academe involved in bilingual method of classroom instruction Measurement Instruments It’s a quantitative and qualitative approach Look x Say x Do x Intervention(s) Survey questionnaires and assessment of bilingual education program Outcomes/Results Dual language immersion program is perceived to have contributed to the enrichment of linguistic wealth Critique Comments Parents worry how to maintain their native language. They profess difficulties too to met school expectations and homeworks were considered as a problem. Relevance to your Proposed Focus The research revealed that immersion programs are the most effective forms of bilingual education in the United States of America.  Other Comments High level of parental satisfaction of immersion program as educative process in the acquisition of English language Article 2 Complete one copy of this table for each article you read. Title Foreign Language Study Important in Elementary School Author Walker, Cheryl Year 2004 The purpose of the study is… (one sentence, your own words) Asserts that children should start learning a foreign language in kindergarten and continue through high school. Subjects/ Participants Elementary students Grade 1-6 Measurement Instruments Measures used are the standards uphold under the No Child Left Behind program Look X On how much time is invested in classroom for language acquisition Say X Do X Intervention(s) For the elementary grades, using games, stuffed animals, puppets, giant storybooks and other visual, hands-on approaches work well in teaching languages Outcomes/Results Effective language instruction needs to involve more than colors, numbers and shapes. Correlation studies show students who have had several years of foreign language do better on SATs, particularly the verbal part, Critique Comments None Relevance to your Proposed Focus Provide deep insights on early childhood education Other Comments None Article 3 Complete one copy of this table for each article you read. Title Immersion vs. Interactivity: Virtual Reality and Literary Theory Postmodern Culture Author Ryan, Marie-Laure Year 1946 The purpose of the study is… (one sentence, your own words) Appreciate information technology’s assistance in modify the environment through either verbal commands or physical gestures; seeing creative thoughts instantly realized. The purpose of this paper is to explore the problems of their textual implementation and to assess their significance for contemporary literary theory. Subjects/ Participants Professionals and general readers interested of infotech intervention in classroom instruction Measurement Instruments none Look x Say x Do x Intervention(s) Outcomes/Results These modes of interactivity have yet to solve the problem of design, but they point the way toward a solution of the conflict between immersion and interactivity: turn language into a dramatic performance, into the expression of a bodily mode of being in the world. Critique Comments Immersion in a virtual world is viewed by most theorists of postmodernism as a passive subjection to the authority of the world-designer—a subjection exemplified by the entrapment of tourists in the self-enclosed virtual realities of theme parks or vacation resorts Relevance to your Proposed Focus Infotech can help also improve the listening and auditory skills of children in reading and pronouncing words. This is significant for phonology. Some children’s lessons can also be virtualized. Other Comments Immersion depends on the vividness of visual effects. Article 4 Complete one copy of this table for each article you read. Title Optimizing an immersion ESL curriculum using analytic hierarchy process," Evaluation and Program Planning, Author Tang, Hui-Wen Vivian Year 2011 The purpose of the study is… (one sentence, your own words) To fill a substantial knowledge gap regarding reaching a uniform group decision in English curriculum’s design and plan. Subjects/ Participants General practitioners of bilingual education Measurement Instruments Analytical hierarchy process (AHP) was used to identify the relative importance of course criteria for the purpose of tailoring an optimal one-week immersion English as a second language (ESL) curriculum for elementary school students in a suburban county of Taiwan. Look x Say x Do x Intervention(s) Books and other references Outcomes/Results Improve Curriculum design for bilingual education Critique Comments Failed to consider that bilingual education is already existent decades before information technology boomed. Relevance to your Proposed Focus Serious interest about the use of information technology in nurturing an environment where infotech is an additional facility for immersion program in schools. Other Comments It provide valuable insights for further research in customizing ESL curriculum models for different student populations with distinct learning needs, goals, and socioeconomic backgrounds. Article 5 Complete one copy of this table for each article you read. Title Foundations of bilingual education and bilingualism. Clevedon, England: Multilingual Matters. Author Baker, C. Year 2001 The purpose of the study is… (one sentence, your own words) Relates the foundational purpose of bilingual education for immigrants in United States. Subjects/ Participants Professionals interested about early children education Measurement Instruments None. It’s a theoretical discussion on bilingual education in America. Look Say x Do x Intervention(s) None Outcomes/Results Improved understanding on bilingual education in America. Critique Comments None. It’s a theoretical discussion on bilingual education in America. Relevance to your Proposed Focus Help provide theoretical framework Other Comments None. Article 6 Complete one copy of this table for each article you read. Title Quality Bilingual Education: Defining Success Author Brisk, Maria E Year 1999 The purpose of the study is… (one sentence, your own words) Explicate the review of bilingual education in America for the past 30 years. Subjects/ Participants Professionals engaged in bilingual education for high school students Measurement Instruments Language, literacy and content tests Look x Say x Do x Intervention(s) Outcomes/Results In-depth understanding of the 30-year praxis of bilingual education in America Critique Comments None Relevance to your Proposed Focus Provides a theoretical background which proved the effectiveness of immersion program and have supported the notion that this model has of influence for improved better classroom instruction, Other Comments None Article 7 Complete one copy of this table for each article you read. Title Teachers’ training for the early childhood education - a paradigm shift in terms of professionalisations Author Anca Petrescu & Mirela Rosu Year 2011 The purpose of the study is… (one sentence, your own words) In-service professional development is essential to improve teachers’ skills for effective care and education services.  Subjects/ Participants Teachers and professionals involved in early childhood education Measurement Instruments Qualitative study Look Say x Do x Intervention(s) In-set training for the teachers of children Outcomes/Results Upgrading the institutional standard of teacher’s level of education Critique Comments None Relevance to your Proposed Focus Understanding on the educational level needed for teachers Other Comments none Article 8 Complete one copy of this table for each article you read. Title Structured English Immersion: Breakthrough in teaching limited English proficient students Author Baker, K Year 1998 The purpose of the study is… (one sentence, your own words) Asserts that Structured English Immersion - has empirical effectiveness and efficiency in utilizing limited educational resources and in upholding the principles of desegregation. It helped foster acculturation among ELL students. Subjects/ Participants Teachers Measurement Instruments Standard measure of classroom instruction Look x Say x Do x Intervention(s) Teacher’s facilitation Outcomes/Results 1) English is used and taught at a level appropriate to the class of English learners (thats different from the way English is used in the mainstream classroom), and 2) teachers are oriented toward maximizing instruction in English and use English for 70% to 90% of instructional time, averaged over the first three years of instruction Critique Comments serious shortcomings of studies claiming to find support for bilingual education programs Relevance to your Proposed Focus Promote that SEI programs provide opportunities for “extensive dialogue between teacher and learner. In other words, small class sizes that allow for one-on-one instruction are better than larger, mainstream environments.  Other Comments none Article 9 Complete one copy of this table for each article you read. Title Does Bilingual Education Interfere with English-Language Acquisition? Author Dylan Conger Year 2010 The purpose of the study is… (one sentence, your own words) Uphold the relevance of Bilingual Education Subjects/ Participants public schools that have at least 15 students of the same language group in two contiguous grades Measurement Instruments Difference in treatment dosage to estimate the effect of bilingual education on the time that it takes students to learn English. Look x Say x Do x Intervention(s) Outcomes/Results Students who enroll in bilingual education classrooms learn English less quickly, but the effect of bilingual education is the same for Spanish-speaking and other students, implying that negative selection mechanisms are at work. Critique Comments Yet observational studies of bilingual education classrooms in the city document that Spanish-speaking EL students may be the only language group that receives native-language instruction, while students from other language groups who are enrolled in bilingual education primarily receive English instruction. Relevance to your Proposed Focus Provides additional literature on ELL Other Comments None Article 10 Complete one copy of this table for each article you read. Title What do we Know About Bilingual Education for Majority Language Students? Author Fred Genesee Year 2006 The purpose of the study is… (one sentence, your own words) Provide theoretical and pedagogical issues about bilingual education for majority language students; discuss fundamental human ability – to learn language, and, on the other hand, with practical education; determine factors that can influence the implementation and outcomes of bilingual education. Subjects/ Participants elementary and secondary levels (for students from approximately 5 to 17 years of age) Measurement Instruments language-driven to content-driven measures Look x Say x Do x Intervention(s) Outcomes/Results Appreciate bilingualism and its challenges to meet the demand of the globalization and internalization of human affairs. Teaching English to support native language of immigrants Critique Comments None Relevance to your Proposed Focus Discussed about bilingual competence (1) language development and academic achievement, (2) focus on form or meaning, (3) age, (4) time, (5) students at-risk, (6) language typology, and (7) multilingual education. These issues are considered separately as if they are single-factor issues. Other Comments None Read More