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Our nation is characterized by diversity in languages, ethnicities, nationalities, and cultures with projected increases in English learners attending U.S. schools. Consequently, it is imperative that we recognize how to maximize the academic and linguistic assets of our English learner student population. This study compared the performance on the State of Texas Assessment of Academic Readiness (STAAR) Reading between bilingual learners in a one-way dual language program compared to the average scale scores of English learners in Texas. Data points taken in three different grade levels from the same group of bilingual learners result in positive long-term outcomes of bilingual learners by fifth grade. Data analysis revealed that the percentage of bilingual learners participating in the study scored above the Texas English learners' average score, and this increased exponentially through the grade levels, reaching 64% in the STAAR English reading assessment. This supports that students in dual-language education programs learning English as a second language can develop English while maintaining and fostering their native language. This study contributes to empirical studies focused on the research-authenticated benefits of Latinx bilingual learners' participation in one-way dual-language education programs.

The U.S. population has become more racially and ethnically diverse over time. The Latinx population growth makes Spanish the most common language encountered in non-native English-speaking populations such as Texas. The research objective of this study was to examine if implementing a One-Way Dual Language Education (DLE) Program could result in positive outcomes on the reported reading performance of Latinx bilinguals as indicated by the State of Texas Assessment of Academic Readiness (STAAR) standardized assessment. This study aimed to investigate the possible impact the one-way dual language program may have on bilingual learners' (BLs) reading assessment scores compared to other second language learners in Texas. The study analyzed the standardized state assessment reading scores in both English and Spanish of over 1100 BLs in a one-way DLE program and found that the BLs in the dataset demonstrated a positive trajectory in the mean scale scores as they progressed through elementary grades. The results provide a significant contribution to the research that supports the effectiveness of DLE programs, especially for Latinx BLs. [ABSTRACT FROM AUTHOR]

It is essential to support bilingual learners' language and academic development; however, teaching second language learners English has taken precedence over teaching content area knowledge and vocabulary, specifically for language arts. The focus has shifted from content area instruction to primarily second language instruction due to an increasingly diverse population and an increasing number of bilingual learners in formal school settings. This article introduces a framework for accomplishing both linguistic and content literacy simultaneously. The framework takes into account the four elements of the principles of learning, learner appropriate pedagogy, contextual interaction theory, student language (L1/L2) proficiency level, and a learner-centered environment that can lead to the successful achievement of content literacy for bilingual learners. The framework illustrates both the theory and practical applications that are needed for bilingual learners to achieve linguistic and cognitive success by attaining the language arts content literacy needed to succeed both in and out of the classroom.

In this study, I emphasize the need to magnify the voices of English language learners through authentic language and literacy learning using a multifaceted culturally relevant and responsive teaching and learning framework with strong social justice underpinnings. Specifically, through the lens of the sociocultural theory to better recognize, acknowledge and understand the influence of culturally relevant learning. Culture plays a crucial role in forming identity and agency so it is important to rethink the effect of culturally relevant pedagogy by linking principles of learning to the cultural realities of children, families, and communities on literacy. English language learners require inclusive pedagogical practices that actively engage them in learning experiences while developing self-efficacy through varied opportunities for academic and linguistic proficiency development to further catapult them as global scholars. As such, parallels exist in literacy development across diverse people and diverse cultures, specifically the Mexican American culture and the Native Hawaiian culture.

In today's schools, many teachers of bilingual learners find teaching science a challenge. Teachers of bilingual learners tend to focus on increasing second-language proficiency and not on science literacy. When second-language development is the target, the development of science literacy can lose priority. This article introduces the framework of how bilingual learners develop knowledge, language, and science literacy simultaneously in the classroom. As teachers begin the planning stages for instruction, they need to obtain a deep understanding of how bilingual learners develop new science literacy by using principles of learning theories, effective pedagogical approaches, and language development theories. Developing science lessons with this framework can have a greater impact on the development of science literacy for bilingual learners. (Contains 1 table and 2 figures.)

This study investigated the effects of a cooperative peer-assisted reading strategy, dyad reading instruction, on the reading achievement of Hispanic third-grade English language learners (ELLs). Specifically, dyad reading is unison reading of a "lead reader," who reads well, and an "assisted reader," who does not read well, simultaneously reading aloud at a normal rate (Eldredge, 1995). The participants in this study came from "colonias," which are characterized as poverty-stricken semi-rural areas where people settle and live (Sharp, 1998). The participants were 80 third-grade ELLs with 40 in the experimental group and 40 in the control group. A quasi-experimental nonrandomized pretest-posttest control group research design was employed. An analysis of covariance was used to analyze the data obtained. The results yielded by two portions of the instrument were statistically significant on reading fluency and reading comprehension; however, the third portion of the instrument did not yield statistically significant results for reading comprehension. It is suggested that through a cooperative peer-assisted reading strategy such as dyad reading, students will learn from one another in this social context of reading. (Contains 3 tables.)

During the Spring 2009 semester, a group of students in their first semester of the teacher education program at the University of Texas--Pan American were required to participate in field observations. As part of their field observation assignments, they were required to write reflections on six topics related to learning theory. For each reflection, students followed a specific three part format: 1) observe the theory in question as it was being applied in the classroom, 2) evaluate the mentor teacher's implementation of the theory, and 3) determine what changes they would make to the lesson or strategy to improve its effectiveness. Students then posted each of their reflections on a discussion board, read one other posting by a classmate and responded to it. A rubric based on the higher order thinking skills curriculum (Anderson, 1990) was used to assess the level of critical thinking in each discussion. Results indicated that the majority of subjects did reach the higher levels of critical thinking. Specifically, most students reached the level of analysis (level 4); the mean rating across all six reflections was 4.39, on a scale of 1 to 6 with 1 being recall and 6 being synthesis. The results of the study suggested that the format of the prompts, which required students to not only observe, but also evaluate the implementation of a theory and suggest modifications for improvement promoted the development of students' higher order thinking skills., INTRODUCTION preparing effective teacher candidates is a challenging and complex undertaking. This is due to the ever changing nature of the classroom. In order to better prepare teacher candidates we [...]

During the Fall 2007 semester, 43 pre-service teachers enrolled in the Elementary Education Program at the University of Texas-Pan American participated in two collaborative classes, READ 3323: Reading Acquisition and EDCI4305: Educational Technology & Curriculum Planning. As part of the course requirements, students were to develop an electronic 'big book' using PowerPoint and conduct a shared reading activity using the big book. In addition, students were asked to complete a self-assessment of the shared reading activity. Data indicated that students incorporated best practices during the shared reading activity, that the elementary students reacted positively to the interactive book, and that although students encountered some difficulties in coordinating the delivery of the electronic book, they were able to complete the assignment successfully., INTRODUCTION Extensive research shows that children's language and literacy development begins at home and through family experiences long before children begin formal instruction (Snow, Bums, & Griffin, 1998). Early experiences [...]

During the Fall 2004 semester, 22 pre-service teachers were required to keep electronic journals documenting their student teaching experiences. The purpose of this study was to identify the factors pre-service teachers encounter as they attempt to gain experience as teachers and to identify how university supervisors can support, guide and prepare pre-service teachers more effectively. The professor augmented a course for student teachers using WebCT, and required participants to post their reflections regarding student teaching to a discussion board on a weekly basis. Each week students had to describe their successes, their challenges and any help they needed from the instructor. A qualitative analysis of the postings was conducted to identify emergent themes and to examine the factors encountered during student teaching., INTRODUCTION One way of describing the student teaching experience is 'teaching with training wheels'. Although students are now prepared to apply what they have learned in their teacher preparation courses, [...]

Today, more than ever, our nations' school-age population is culturally and linguistically diverse. As such, the number of English learners in school settings is rapidly growing. These changing demographics make it important to utilize pedagogy that will support English learners' language and academic development. Teacher preparation programs across the country are preparing preservice teachers to meet the needs of 21st-century English learners through an effective, innovative, and dynamic pedagogy recognized as project-based learning. Project-based learning supports higher-order thinking skills that positively influence the linguistic and academic development of English learners. The interactive and collaborative nature of project-based learning will support English learners' achievement in the classroom and beyond. [ABSTRACT FROM AUTHOR]

Dyad Reading is a cooperative peer reading instructional strategy utilized with a culturally and linguistically diverse population. It was implemented in a large rural school district with predominantly Hispanic English learners. Specifically, dyad reading is unison reading of a "lead reader" who reads well and an "assisted reader," who does not read well simultaneously reading aloud at a normal rate (Eldredge, 1995). Through the use of dyad reading instruction, peers are considered essential and effective resources in their classrooms. Utilizing this cooperative paired reading strategy allows the sharing of reading experiences among students who are struggling readers and adds additional support for English learners who are taking on the challenge of learning a second language. Supporting rationale is provided affirming the positive effects on student's motivation to be successful readers, their development of a second language, as well as, teacher's interest in incorporating this strategy into their curriculum. The implementation and success of this effective literacy building strategy will be explored. Additionally, an explanation of the use of dyad reading instruction and its practical application in the classroom setting will be described. It is suggested that through dyad reading instruction English learners will increase in their literacy levels while simultaneously developing a second language within the social context of the classroom. [ABSTRACT FROM AUTHOR]