BRIDGING THE OPPORTUNITY GAP THROUGH
DUAL LANGUAGE EDUCATION
A Dissertation Presented to the Faculty
of
California State University, Stanislaus
In Partial Fulfillment
of the Requirements for the Degree
of Doctor of Education
in Educational Leadership
By
Delia Silva Gómez
May 2013
CERTIFICATION OF APPROVAL
BRIDGING THE OPPORTUNITY GAP THROUGH
DUAL LANGUAGE EDUCATION
by
Delia Silva Gómez
Signed Certification of Approval Page is
on file with the University Library
Signed Certification of A
Dr. Dennis Sayers
Professor of Education
Date
Dr. Chris Roe
Professor of Education
Date
Dr. Ramón Vega de Jesús
Professor of Education
Date
© 2013
Delia Silva Gómez
ALL RIGHTS RESERVED
DEDICATION
There are so many significant people in my life that I need to thank for their
support and love throughout the years whose encouragement has allowed me to
accomplish a doctorate degree. First of all, my wonderful husband, who has given
me unconditional love and inspiration and never let me give up on this dream. To my
two handsome boys who were always there and just supported me with their hugs and
kisses. Thank you also to my Mom who gave me love and so many prayers,
especially during those long drives and difficult projects. To my brothers and sister,
whom I’ve always wanted to set a good example for as your oldest sister. To all of
my wonderful amigos for your words of encouragement and support and the fun
times that kept me going and kept me sane. Finally, to my Dad, who always
encouraged me to do my best, without leaving home. I know he would be proud of
this great accomplishment.
iv
ACKNOWLEDGEMENTS
I would like to acknowledge my dissertation committee members for all of
their feedback and support that allowed me to complete the entire process. Thank
you to Dr. Sayers for his continuous advice, comments, and valuable resources that
helped me to complete the final phase of the dissertation. Muchas gracias for
stepping in as my chair. I truly learned a lot from you and appreciated everything you
provided. Thank you to Dr. Ramon Vega de Jesus for getting me through the first
phase and ensuring that I nailed the research questions and design. Thank you to the
dynamic group of professionals at CSU Stanislaus. This doctoral program was a high
quality program thanks to the faculty and staff that dedicated their time and energy in
designing truly effective courses that prepared future educational leaders.
v
TABLE OF CONTENTS
PAGE
Dedication ...............................................................................................................
iv
Acknowledgements .................................................................................................
v
List of Tables .......................................................................................................... viii
Abstract ...................................................................................................................
I.
II.
III.
IV.
ix
Introduction ...........................................................................................
1
Definition of Terms...................................................................
Statement of the Problem ..........................................................
Researcher as Founder ..............................................................
Special Recognition ..................................................................
Background ...............................................................................
Importance of Qualified Teachers ............................................
Highlights of Dual Language Education...................................
Standardized Testing .................................................................
Research Questions ...................................................................
Methodology .............................................................................
Summary ...................................................................................
3
5
9
9
10
11
12
13
15
15
16
Review of Literature .............................................................................
19
Research Focused on Literature ................................................
Program Design and Planning ..................................................
Implementation Issues ..............................................................
Summary ...................................................................................
19
22
25
27
Methodology .........................................................................................
28
Role of the Researcher ..............................................................
Research Questions ...................................................................
Selecting Participants ................................................................
Summary ...................................................................................
29
30
31
32
Analysis of Data....................................................................................
33
Student Interviews ....................................................................
34
vi
Parent Interviews ......................................................................
Teacher Interviews ....................................................................
Bridging the Opportunity Gap ..................................................
Core Features Leading to Academic Achievement ..................
Perceptions of Stakeholders ......................................................
Further Findings from the Data.................................................
Conclusion ................................................................................
Academic Performance Index 2009-2012 ................................
Summary ...................................................................................
36
39
40
51
59
66
67
68
69
Discussion and Summary......................................................................
70
Interpretation of Findings .........................................................
Outcomes of Themes ................................................................
Objectives of the Dual Language Program ...............................
Recommendations for Action ...................................................
Recommendations for Further Study ........................................
Reflections from the Researcher ...............................................
Conclusion ................................................................................
72
73
77
79
82
84
85
References ...............................................................................................................
88
V.
Appendices
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Interview Questions for Students ................................................................
Spanish Interview Questions for Students ..................................................
Interview Questions for Teachers ...............................................................
Parent Questionnaire ...................................................................................
Spanish Parent Questionnaire .....................................................................
Informed Consent for Students ...................................................................
Spanish Informed Consent for Students .....................................................
Informed Consent for Teachers ..................................................................
Informed Consent for Parents .....................................................................
Spanish Informed Consent for Parents .......................................................
Consent Letter from Participating District ..................................................
vii
95
96
97
99
100
101
102
103
104
105
106
LIST OF TABLES
TABLE
PAGE
1. Demographic Information for Students ............................................................
36
2. Demographic Information for Parents ..............................................................
38
3. Academic Performance Index 2010-12 ............................................................
68
viii
ABSTRACT
This qualitative research study focused on the Hollister Dual Language Academy, a
small school that implemented a 50:50 English/Spanish dual language model. It was
recently awarded the California Distinguished School Honor in 2012 for its
commitment to narrowing the achievement gap and providing a unique opportunity
for it students. This study incorporated three in-depth interviews from teachers, a
focus group interview of seven students, and 15 questionnaires from parents. All
participants in the study, including the researcher, who was also the principal, were
part of the inaugural group that began the school in 2007. This study identified
contributing factors that led to high academic achievement of all learners, including
English learners, as perceived by the students, parents, and teachers and how these
factors helped to bridge the “opportunity gap.” Evidence provided by this study
through qualitative data demonstrated how this school narrowed the educational
opportunity gap by providing students an environment where they learn to speak,
read, and write in two languages and have multicultural opportunities to learn about
the people and world around them. The study emphasized the major themes from the
teacher interviews, student focus groups, and parent questionnaires that specifically
focused on the opportunities that led to increased student achievement. Implications
on how this study can help other schools and districts to provide optimal educational
opportunities, especially a dual language program, are discussed. Further areas for
future research were also presented.
ix
CHAPTER I
INTRODUCTION TO THE STUDY
We live in a rapid changing society. Schools are struggling to meet the needs
of learners that are raised in a technologically advanced environment. The students
attending our schools are ethnically, linguistically, and culturally far more diverse
than they were in the last decades. According to the Pew Research Hispanic Center
(2013), the nation’s total immigrant population reached a record of 40.4 million
people in 2011. The number of immigrants in the United States has grown steadily
over the last ten years. The children of these immigrants will likely require English
Language Learner (ELL) services. The programs that are provided for English
learners must be well-implemented, not segregated, sustained for five to six years,
and demonstrate achievement gains of more than the average yearly progress of the
non-ELL group each year until the gap is closed.
Historically, the United States has had a weak commitment to the education of its
English learners, and using a non-English language for instructional purpose has been
controversial since the early 18th century (Gándara & Hopkins, 2010). The
perception of languages represented in American society depends on the political
relationship the U.S. has or has had with that particular country. Regardless of the
political climate that the U.S is facing, our English learners continue to lag behind
their native English speakers on standards-based performance tests, achievement
levels in academic areas including reading and math, and graduation rates. As
1
educational leaders, this has been an issue of great concern for most schools,
especially here in California.
This study will attempt to identify contributing factors that have made a dual
language program successful for all learners, including English learners, as perceived
by the students, parents, and teachers and how these factors have helped to bridge the
“opportunity gap.” Using the term “opportunity gap” refocuses the attention from the
current overwhelming emphasis on schools in discussions of the achievement gap to
more fundamental questions about social and educational opportunity (DeShano da
Silva, Huguley, Kakli, & Rao, 2007). It will also report the Academic Performance
Index (API) over a three year period in order to measure student achievement in the
program. The API measures student growth and academic performance for a school
every year based on the California Standards Test (CST).
How students are labeled as English learners and what determines that they have
learned sufficient English to be mainstreamed in regular classes is very closely tied to
the controversy surrounding language of instruction and the effectiveness of different
approaches to instructing English learners (Gándara & Hopkins, 2010). Bilingual
programs are often adjusted or eliminated, sometimes too soon to actually see results,
when they do not yield immediate improvements. The state has created many
sanctions for schools that are not demonstrating significant improvements for English
learner subgroups; so many districts are in dire need to find the answer to help raise
the achievement for this group. This achievement gap is of great concern to many
stakeholders across the nation and in California.
2
Definition of Terms
50:50 dual language model- a balanced program model that provides instruction in
both the minority language 50 percent of the time and in English the other 50 percent
of the time (Soltero, 2004)
90:10 dual language model- a total immersion program model where the instruction
is conducted in the minority language 90 percent of the time from about kindergarten
to first grade and in the majority language 10 percent of the time. Instruction in
English is increased as students move up the grade levels reaching a balance in
instruction of both languages by the time students are in fourth or fifth grade
(Soltero, 2004).
Achievement gap- The disparity in academic performance between different groups of
students, based on English language proficiency, learning disabilities, sex, or socioeconomic status (Achievement Gap, 2011).
Adequate yearly progress (AYP)- A series of annual academic performance goals
established for each school, district, and the state as a whole. Schools, districts, and
the state are determined to have met AYP if they meet or exceed each year’s goals
(Adequate Yearly Progress Report: Information Guide, 2011)
3
Academic Performance Index (API)- The API is a numeric index (or scale) ranging
from 200 to 1000. Schools receive state-required accountability information in API
reports. Its purpose is to measure the academic performance and growth of schools.
(California Department of Education, 2012)
Bilingual Cross-Cultural Language Acquisition Development (BCLAD)-This
bilingual teacher credential authorized by the Commission on Teacher credentialing
in the state of California allows holders to provide instruction for English Language
Development (ELD), instruction in a primary language other than English, Specially
Designed Academic Instruction Delivered in English (SDAIE), and content
instruction delivered in the primary language .
Dual language education or two way immersion - A program that develops
bilingualism and biliteracy in English and a second language by integrating English
learners with proficient English speakers. The target language(other than English) is
used for minimum of 50 percent of the time, and English is used for minimum of ten
percent of the time (Two Way Bilingual Immersion Program, 2012)
English Learner (EL)- A K-12 student who, based on objective assessment, has not
developed listening, speaking, reading, and writing proficiencies in English sufficient
for participation in the regular school program (English Learners: Frequently Asked
Questions, 2006)
4
Opportunity gap - shifts attention from the emphasis on schools in discussions of the
achievement gap to more fundamental questions about social and educational
opportunity. (DeShano da Silva, Huguley, Kakli, & Rao, 2007) & (Fine, Roberts,
Torre, & Bloom, 2004)
Program Improvement (PI)- formal designation for Title I-funded schools and
districts that fail to make adequate yearly progress (AYP) for two consecutive years
(California Department of Education, 2012).
Statement of the Problem
The achievement gap has been a popular topic of conversation in education. The
achievement gap in education refers to the disparity in academic performance
between groups of students, especially the troubling performance gaps between many
Hispanics and African American students when compared with their white
counterparts (Achievement Gap, 2011). In California schools this achievement gap
has been evident between English learners and English only students, based on
standardized testing. Districts and schools have been held more accountable for
increased performance of all significant subgroups after No Child Left Behind
(NCLB) legislation was passed in 2001. Many more schools and districts are facing
sanctions placed on them by the state for failing to make yearly progress in their
significant subgroups. The California Department of Education clearly explains that
state assessment results are disaggregated by socioeconomic status, race, ethnicity,
5
disability, and limited English proficiency to ensure that no group is left behind.
Districts and schools that fail to make Adequate Yearly Progress (AYP) toward
statewide proficiency goals are subject to improvement and corrective action
measures. In California, Program Improvement is the formal designation for Title Ifunded schools and districts that fail to make adequate yearly progress for two
consecutive years. This gap is evident in grades, standardized test scores, course
selection, drop-out rates and college-completion rates (Education Week, 2004).
The true underlying causes for such a gap in performance are still under debate.
According to a recent study (Fry, 2008) on the English language learner achievement
gap, large schools with high concentrations of English learners, higher studentteacher ratios, less qualified teachers, higher poverty for students, and larger
percentages of students qualifying for free or reduced lunch have been major
contributing factors. Some schools have managed to narrow the gap by modifying
instruction, grouping students differently, and hiring highly qualified teachers.
Common reform recommendations include reducing class sizes, expanding earlychildhood programs, raising academic standards, improving the quality of teachers
provided to poor and minority students, and creating smaller schools (Education
Week, 2004). Another growing trend, dual language programs, can raise the
achievement of EL students, provide enrichment to English dominant students, and
offer intercultural interaction for all students (Gándara & Hopkins, 2010). Narrowing
and even eliminating the gap should be the goal for every one of our schools. Instead,
this gap persists, and in some cases has even widened.
6
This study operationally defined the “achievement gap” to the “opportunity
gap” in order to recognize that the problem does not reside on the students’ specific
circumstances, but as a consequence of the current educational system itself.
“Opportunity gap” was first coined in Echoes of Brown (2004) explaining that even
after 50 years that Brown vs. Board of Education had been enacted, disparities still
exist among schools with higher percentages of students designated as English
learners, high-poverty, and Hispanic. The study utilized a participatory actionresearch team to study a group of students over the course of eighteen months. There
were more than 100 high school students that participated in a series of research
camps in which they were immersed in methods training, learning about interviews,
focus groups, survey design and participant observation.
This study focused on one school that had implemented a 50:50 dual language
program that has demonstrated promising results in equalizing this disparity, the
Hollister Dual Language Academy in Hollister, California. This school managed to
narrow the educational opportunity gap by providing students the opportunity to learn
to speak, read, and write in two languages and afford them multicultural opportunities
to learn about the people and world around them. The 50:50 referred to students
receiving 50% of their academic instruction in English and the other 50% in Spanish.
Dual language education or two way immersion programs have been on the rise in
recent years. According to Thomas and Collier (2004), enrichment 90:10 and 50:50
dual language programs are the only programs that help students reach the 50th
percentile in both L1 and L2 (primary language and secondary language) in all
7
subjects and maintain that level of high achievement, or attain even greater levels
through the end of schooling. These programs have also demonstrated fewer dropout
rates.
The Hollister Dual Language Academy was one school that strived to narrow the
“opportunity gap” by providing all students a bilingual, biliterate, and multicultural
curriculum. This school offered a 50:50 model of dual language instruction.
Students received half of their instruction in English and the other half in Spanish.
The school served kindergarten through sixth grade where students were taught in one
language for the first half of the day, and then switched for the second half of the day.
Students had an English teacher and a Spanish teacher. The students were grouped
heterogeneously for the entire day of instruction. During the instructional day,
teachers used cooperative grouping strategies, differentiated instruction, active
engagement strategies, and direct instruction strategies to meet the needs of diverse
learners. The Hollister Dual Language Academy also had Resource Teacher that
pushed into the classrooms and pulled out small groups of struggling students. A
small percentage of students that received special education services enrolled in the
program were pulled out for part of their instructional day by a Resource Specialist
teacher in order to meet the goals specified on the Individual Educational Plans (IEP).
8
Researcher as Founder
The researcher for this study was the founder of the school during the 2007-08
school year. During the research phase prior to opening the Academy, this researcher
along with a team of three other educators attended conferences, visited other
successful dual language schools, and studied the literature on best practices in
implementing an effective model. At the time of this study, this school had been in
operation for five years and had a population of almost equal amount of English
learners and native English speakers. The demographics of the school were: 23%
migrant, 56% received free or reduced lunch, and 52% English learners. The
community demographics were equally representative of the school. This dual
language school was the only one in the city’s school district of seven elementary
schools and two middle schools.
Special Recognition
In the Spring of 2012, the Hollister Dual Language Academy received state
recognition by being named a California Distinguished School. According to the
California Department of Education (2012), the purpose of the distinguished school
award is to identify and recognize schools that have proved educational excellence for
all students and are working toward narrowing the achievement gap. Schools were
invited to apply after meeting certain academic criteria that includes a high Academic
Performance Index (API) based on state standardized testing outcomes. A team of
teachers collaborated and worked together to submit the required information on the
school’s signature practices that had contributed to its success in bridging the
9
opportunity gap. These included the actual 50:50 dual language model and the
community and parent involvement. There was a formal reception in Santa Clara
County where schools were invited to attend with their team. The State
Superintendent of Instruction, Tom Torlakson, granted the special recognition
plaques to the schools.
Background
According to the California Department of Education website, the two way
immersion directory listed 201 dual language schools or programs in its directory.
The Center for Applied linguistics (2008) had a directory that listed 400 programs in
30 states. The majority of these programs were in California. Researchers had been
studying several programs throughout the country in order to monitor their
effectiveness for both English learners and English speakers. A close look at
standardized test scores suggested that students enrolled in well-implemented dual
language programs scored as well as or better than students in regular mainstream
programs (Collier & Thomas, 2004). Studies from dual language programs had
shown that two-way programs were effective in helping English learners achieve at or
above grade level in their primary language and progress toward grade level
achievement or above in English by middle school (Genesee, Lindholm-Leary,
Saunders, & Christian, 2006, p.185). If dual language programs are producing such
promising results for our students, it is worthwhile to examine how they can be
replicated and implemented in our lower performing schools.
10
Dual language programs have raised the status and importance of languages other
than English in many communities across the U.S. (Gómez, Freeman, and Freeman,
2005). The dual language model consisted of instructing students in two languages
beginning at the kindergarten level. The goal was that students become bilingual and
biliterate after five to seven years in the program. In order for this model to be truly
effective, classes must consist of close to equal numbers of English learners and
native English speakers. Students are grouped heterogeneously in classes during
instruction. The amount of the target language (Spanish, for example) can vary from
50% to 90%. The rest of the time would consist of English instruction. According to
Soltero (2004) one of the fundamentals of successful dual language programs is that
balanced language representation should be equal or near an equal number of students
from each language group.
Importance of qualified teachers
Staffing is also crucial for the effectiveness of the model. Teachers that teach the
target language must be fluent in the language. The most qualified teachers are
native speakers of the target language and have certification. The people involved in
establishing and maintaining an effective dual language model need to carefully
consider the teachers hired and the their language proficiency because they are critical
to the success of the program (Freeman, Freeman, & Mercuri, 2005). For Spanish
instruction, teachers who have a Bilingual Cross Cultural Language Acquisition
Development (B-CLAD) credential would be prime candidates. Educators need to
stick to speaking and instructing in the target language as much as possible during the
11
time students are present. Bilingual education studies have shown that concurrent
translation is very ineffective for teaching students a second language (Krashen,
2005). Students who know that teachers will translate unknown information tend to
tune out the language that they do not understand and wait for the translation. It is
important that the design of the dual language model has clear methods for separating
languages during instruction. Each language needs to be separated for instruction and
communication (Soltero, 2004).
Highlights of Dual Language Education
Dual language education is a program that has given many schools positive
results. Schools that had implemented well-developed dual language programs
demonstrated increased test scores for English learners (Soltero, 2004). This type of
bilingual education used English and another language (usually the dominant
language of the English learners in that particular school) to deliver a standards-based
instruction. The majority of the dual language programs in California use English
and Spanish as the two languages of instruction. The target language should be used
anywhere from 50% to 90% of the time for the delivery of instruction. The basic
premise is that students use their primary language skills to acquire the second
language. Students are heterogeneously grouped according to language and they have
a strong model for a teacher in the target language.
Many schools have adopted dual language programs because of research studies
that show that students in dual language programs score better on standardized tests
in English than English learners in other types of programs (Freeman, Freeman,
12
Mercuri). The previous superintendent of the Hollister School District was versed on
the research on dual language programs, opened up a dual language school at a
previous district, and was aware of the success that well implemented dual language
programs had in bridging the gap between English learners and English natives. The
school board decided to form a task force to research the idea of a dual language
academy. After visiting other programs, reading the research, conducting many open
forum discussion meetings, and attending professional development workshops on
this dual language model, Hollister opened up the Hollister Dual Language Academy
during the 2007-08 school year. The district chose the 50:50 (English/Spanish) dual
language model for this magnet school.
Students at the Hollister Dual Language Academy, which were chosen by a
lottery process, understood from the start of the dual language educational setting that
languages were taught separately and that they were expected to learn them at
separate times of the day. They quickly learned to use their resources within the class
to communicate with the teacher and other students. These included the writing and
illustrations on the walls and other students in the classroom. The teachers were
assigned to teach either in English or Spanish. This facilitated the planning because
teachers were responsible for teaching standards and the curriculum in their
designated language.
Standardized Testing and Dual Language
The 2008-09 school year was critical for this new dual language school. The
California Standardized Test was given to the first cohort of second grade students in
13
both English and Spanish. The release of test results in the late summer was a
revelation to all the stakeholders; district and site administrators, teachers, parents,
and the community. Students had scored extremely well in both language arts and
math. According to the California Department of Education’s Academic
Performance Index (2008), this school had the highest percentage of second grade
students at the advanced or proficient level in the Hollister School District. This was
the only dual language school in this small district of eight schools. The results from
this assessment supported dual language research, this group of students scored
higher than their English counterparts in mainstream English programs.
The other aspect of this small dual language magnet worth noting was that
there was an extremely extensive waiting list of students wanting to get in. The
Hollister Dual Language Academy had grown in popularity over the last few years.
There were more student applicants than spaces available. The school designed a
lottery process to help make selection of students equitable. All students were
selected by lottery, unless they had a sibling already attending the school. Students
were placed into language groups, Spanish dominant, English dominant, or bilingual
after given a short language assessment. These students were assigned numbers and
then an equal number were chosen from each group. Since the school utilized a
lottery process to select equitable number of English learners and English speakers,
families became very discouraged when their children were not chosen.
14
Research Questions
This study attempted to answer some specific questions about how the Hollister
Dual Language Academy helped to bridge the opportunity gap for students. The first
research question was in what ways does the dual language program helped to bridge
the opportunity gap, according to staff, students, and parents? The second question
was what were the core programmatic features and signature practices of this school’s
50:50 dual language program that led to significant increases in student achievement
based on the experiences fo students, staff, and parents? The third research question
asked what were the perceptions of students/parents/teachers/administrators on how
the dual language program had impacted their own success in bridging the
opportunity gap?
This study attempted to examine the contributing factors that led to the success
and effective implementation of a 50:50 dual language program in this small
California school. This study also reported how this magnet has had high academic
achievement for its students in English by using results of the most recent Academic
Performance Index scores reported by the California department of Education. It
investigated the reasons that families wanted their children to attend this school.
Methodology
This was a qualitative study that incorporated interviews of teachers, students,
administration, and surveys from parents. The interviews and follow up interviews
consisted of three teachers that were involved in the implementation process of
opening the school and are currently still teaching at the school. Seven fifth and sixth
15
grade students from the original cohort of students were also interviewed for the
study. The purposeful sampling method included four English proficient students and
four designated English learners. Students from the original cohort of 80 were
grouped in these two categories, their names placed in envelopes, and then four were
chosen from the respective categories. Students were asked to choose a pseudonym
to use for the purpose of this study, and then the researcher added “EL” if the student
was a designated English learner or “EP” if the student was English proficient.
The final part of the study included a questionnaire given to 20 parents. These
were randomly chosen from the 80 parents that had their children enrolled since the
Hollister Dual Language Academy opened in 2007-08. Dedoose® was used to
analyze and code the findings from the interviews and the questionnaire. This
research study also reported three year results on the California Standardized Test
(CST) in order to demonstrate academic achievement at the school site where
students were being instructed in two languages.
Summary
This first chapter provided an introduction to the study and why the researcher
decided that this would be an interesting topic to conduct further research. The
chapter provided important information from current dual language research and why
this was a growing trend. It also provided a definition of the educational terms and
acronyms for the reader to understand. The chapter stated the problem and posed the
research questions that would guide the study.
16
Chapter two summarized the review of the literature used for the study. This
chapter explained that the review of literature began back in 2006 when the
researcher was part of the planning process before implementing a dual language
program. The review was categorized into research that focused on the literature,
program design and planning, and literature related to implementation issues.
Chapter three clearly described the methodology that would be used for the
study. It clearly explained the role of the researcher, the research questions, and the
process for selecting the participants. This chapter also detailed how the study would
be carried out through interviews of three different groups, student, parents, and
teachers.
Chapter four was an analysis of all of the data collected through the in depth
focus group interviews with students, individual interviews of teachers, and
questionnaire information provided by parents. The findings and codes were
discussed in detail using Dedoose® to help the researcher in identifying recurring and
significant themes. The researcher used the data to answer the research questions that
were posed by the study. There was evidence provided by using the comments given
by the participants when addressing the questions.
Chapter five provided a discussion and summary of the overall study. It
detailed an interpretation of the findings from chapter four and included conclusions
that addressed the research questions. This chapter also discussed the objectives of
the program and the outcomes of the themes. The differences among the groups of
parents that participated in the study were explained, as were the experiences of
17
teachers. Recommendations for action and for further research projects were
specified in this last chapter. The researcher also described personal and educational
experiences learned throughout the process of collecting, analyzing, and interpreting
data for this study.
18
CHAPTER II
REVIEW OF THE LITERATURE
The following literature review was part of a compilation that started since the
researcher became a part of the task force for the development of the dual language
school in 2006. It included books, scholarly journals, educational articles, and
websites that were gathered from attending conferences and workshops. It also
included sources recommended by dual language practitioners. The literature review
included books and research published by renowned authors in the field of second
language acquisition and dual immersion programs. The works used in the review
were used to strengthen and help validate the research presented in this study.
Dual language programs and schools had been on the rise in many states
where there were higher numbers of English learners. Research had also increased in
the area of two way immersion education. Publications in the field were carefully
examined and utilized to help reinforce two way immersion programs and
specifically, this study. The following literature review wass organized into three
main classifications; research focused, program design, and implementation issues.
Research Focused Literature
The California Department of Education published Improving Education for
English Learners: Research-Based Approaches (2010) in order to assist districts in
designing, implementing, and evaluating programs for English learners over the
coming years. The book was a compilation of scholarly articles and research by top
19
educational scholars. Kate Kinsella, Kathryn Lindholm-Leary, Fred Genesee, and
Veronica Águila were some of the contributing authors. There are rationale and
advantages of dual language education provided that include globalization,
neurocognitive advantages, home language advantages, schooling and cultural
competence. “Linguistic and cultural competence played key roles in affording
students the tools they need to take advantage of the opportunities of globalization”
(p.324). The research also supported that English learners with an advanced level in
the home language attained higher English literacy levels than do English learner
students with limited home language abilities (p. 325).
One resource used for this study was Educating English Language Learners, A
Synthesis of Research Evidence (2006). Fred Genessee, Kathryn Lindholm Leary,
William M. Saunders, and Donna Christian edited this book. It provided an extensive
review of research on the achievement of students that were limited English or nonEnglish speaking, focuses on their acquisition of oral language skills in English, and
their development of literacy skills in English. The research provided in this text is
very technical with emphasis on research quality, design characteristics, and
statistical analyses. There are rationale and advantages of dual language education
provided that include globalization, neurocognitive advantages, home language
advantages, schooling and cultural competence. “Linguistic and cultural competence
play key roles in affording students the tools they need to take advantage of the
opportunities of globalization” (p.324). Educating English Language Learners, A
20
Synthesis of Research Evidence also discussed major issues related to English
learners in U.S. Schools and proposes other areas that still need further research.
The Astounding Effectiveness of Dual Language Education for All (Collier &
Thomas, 2004) summarized 18 years of research in one-way and two-way 50:50 and
90:10 dual language programs. This study focuses on academic achievement for
English language learners and how dual language programs are the most effective in
narrowing and even closing the achievement gap for students. Collier and Thomas
researched schools from across the United States, including Houston, Texas and
Maine, and found that 90:10 two way programs showed the highest success rates in
closing the achievement gap among English learners and English natives, 95%-100%
by 5th grade. One-way 90:10, two-way 50:50, and one-way 50:50 showed a 70%100% success rate in closing the gap by 5th grade, which have higher success rates
than transitional bilingual programs or English immersion models.
Forbidden Language; English Learners and Restrictive Language Policies
(2010), edited by Patricia Gándara and Megan Hopkins provides a historical and
social framework on English-only and restrictive language policies and the impact it
has had on students. The book details research related to English learners and how
their achievement has been greatly affected by English-only regulations specifically,
in Arizona, California, and Massachusetts. The research presented in this source
supports the concept that teacher preparation programs adequately train teachers for
the population that they serve. It also recommends that districts implement policies on
how the primary language of students can be used to reinforce instruction. The last
21
part of the book that directly related to this study included details on dual language
programs and how bilingualism can be achieved by all students when English learners
are instructed using their primary language or concurrent instruction as compared to
instruction in English only. In addition, dual language programs can minimize
segregation, value diversity, and achieve comparable academic performance for all
students.
Program Design and Planning
Guiding Principles for Dual Language Education (2007) published by Elizabeth
R. Howard, Julie Sugarman, Donna Christian, Kathryn J. Lindholm-Leary, and
David Rogers was the tool used by the dual language school used in this study to
implement the program. This publication by the Center for Applied Linguistics, is
designed as a practical tool to help programs with planning and implementation. It
clearly defines the seven guiding principles that schools should include if they want
to develop a successful program. These are assessment and accountability,
curriculum, instruction, staff quality and professional development, program
structure, family and community, and support and resources. Each one of these areas
is elaborated on for specific elements that can be examined for alignment with the
principle (p.8). The publication also provides progress indicators for schools to
evaluate where there program is in mastering that particular principle. These
principles are supported by evidence from research and best practices. The school
used in this study refers to these principles on a yearly basis to ensure that it is on
track toward mastering them.
22
Dual Language, Teaching and Learning in Two Languages by Sonia Soltero
(2004) was a very valuable book that was used when researching and creating the
program in the Hollister School District. In it, Soltero provides all of the resources
needed to implement concrete and practical guidelines for planning, realizing, and
maintaining an effective dual language program. This resource also addresses many
questions for educators and parents on the subject of dual language fundamentals and
has also provided our program with the learning and teaching components to make it
successful.
Seven Steps to Success in Dual Language Immersion (2006) written by Lore
Carrera-Carrillo and Annette Rickert Smith has also been an important guide for the
dual language movement. The authors provide seven key steps to help model
teaching across content areas in two languages. These steps are; creating a program
overview, organizing classroom space, planning instruction, using exemplary
teaching methods, teaching through hands-on activities, supporting instruction and
accountability through assessment, and building community support. They are each
discussed with detail and examples.
Dual Language Essentials (2005) by Yvonne S. Freeman, David E. Freeman,
and Sandra P. Mercuri is a key guide for administrators and teachers. This book offers
a history of bilingual programs in Latin America, Europe, and the United States and
how dual language programs have evolved. It also explains the essentials for
successful dual language schools, administrators and teachers. Curriculum design,
literacy, and planning are detailed in the book in order to assist new programs in
23
implementation. This was a critical component for the Hollister Dual Language
Academy during the implementation phase of the program. It has helped to hire
qualified staff and assist with staff development.
An article from the Bilingual Research Journal Dual Language Education, A
Promising 50:50 Model (2005) was used to provide useful information to the
Hollister Dual Language Academy. This article described a specific 50:50 dual
language program that divides instruction by content and time and has been
successful in its implementation. This piece also reports results of English
standardized testing and demonstrates how students are achieving at high levels of
academic proficiency. This article was very helpful in designing the Dual Language
Academy’s model in the upper grades when subjects were divided by language rather
than by time.
Sharing Success was another article from the January 2007 issue of Language
Magazine that was useful for this study. In this piece, Kathryn Lindholm-Leary,
Linda Hardman, and Paula Meyer explain what makes the specific two way
immersion program successful at both the elementary and middle school levels. The
programs addressed in this article have been successful in meeting the goals of
bilingualism, biliteracy, and academic achievement. A brief description of the
programs, an explanation of their successes, and an overview of students’ evaluation
outcomes are depicted. This article provided useful examples to emulate when
designing and modifying the school’s program to meet the needs of all students.
24
Implementation Issues
Dual Language Instruction: A Handbook for Enriched Education by Nancy
Cloud, Fred Genesee and Else Hamayan (2000), defines dual immersion programs as
Enriched Education (EE) Programs where all learners can benefit. The book lays the
foundation for why EE programs have educational, cognitive, socio-cultural, and
economic advantages that no other programs can provide. In their EE Programs, the
authors also include foreign language programs for English speaking language
majority students and developmental bilingual programs for language minority
students. Critical features of Enriched Education include parent involvement, high
standards, strong leadership, developmental, instruction is student-centered, language
instruction is integrated with academic instruction, teachers are highly qualified to
teach in the specific EE program, integrated with other school programs, and aim for
additive bilingualism. This source also provides detailed information on program
development and implementation for new schools. The critical features presented in
the book were key in helping the Hollister Dual Language Academy set its foundation
and provide the background necessary to implement a sound instructional program.
The second part of Dual Language Instruction: A Handbook for Enriched
Education focuses on the instructional process of enriched education programs,
specifically oral language development, teaching literacy in two languages, teaching
content, and assessment. This section was also used for professional reading by
teachers that had been hired to teach in order to provide them with the process of
teaching in two languages and how that would come to fruition in the classroom.
25
Dual Language Development and Disorders: A Handbook on Bilingualism and
Second Language Learning (2004) provides researchers in depth information and
case studies on bilingual students and second language learners. The authors present
research-based information on myths pertaining to dual language development. The
key audience for this text is Speech and Language Pathologists, but the information
presented is critical for the dual language educator and researcher. There are practical
implications and recommendations provided when students have specific disorders.
The book introduces the readers to eight fictitious students from subgroups of
language learners. These are children from a majority linguistic group learning two
languages simultaneously, children from a majority linguistic group learning a second
language after the first is established, children from a minority linguistic group
learning two languages simultaneously, and children from a minority linguistic group
learning a second language after the first one is established. The authors in the book
use these students to demonstrate issues that may arise if they had some sort of
language disorder.
The Multilingual Mind: Issues Discussed By, For, and About People Living
with Many Languages (2003) presents a chapter by Jennifer Frengel dedicated
entirely to two way immersion programs in the United States. Frengel defines two
way immersion programs as the solution to the problem of “cultural isolation” (p. 47)
for Americans learning only one language and the flawed language designs for
second language learners that produce students who are unable to read or write
26
fluently in English. The chapter also presents successful examples of two-way
immersion programs, and what the added benefits of these programs are.
Summary
This chapter focused on the literature that was used as the foundation for the
current study. It detailed the current research and publications that have been used in
the areas of dual language education, second language acquisition, and second
language learners. The next chapter will discuss the methodology used for this study.
It will clearly explain the process the researcher used to conduct a qualitative analysis
of teachers, students, and parents.
27
CHAPTER III
METHODOLOGY
This dissertation presented a case study of a small school’s journey in
implementing and designing a successful 50:50 dual language program (Creswell,
2006). This was accomplished through in-depth interviews of the staff and students
involved in implementation and execution, questionnaires of parents of students who
had been enrolled in the program from its inception, and student assessment data for
three years from the first cohort of students. The primary research design was
qualitative, with reporting of quantitative data to help further support the findings.
Naturalistic inquiry was the foundation of the qualitative data gathered (Lincoln
& Guba, 1985). The in-depth interviews and questionnaires were analyzed using
participants’ subjective experiences and descriptions of those experiences. Dedoose®
software was used to code the information. This software was designed to help
researchers who were using qualitative or mixed methods assist in simplifying the
coding and analyzing process. According to the website, Dedoose® facilitates the
exploration of data from multiple perspectives and increases the efficiency, reliability,
validity, interpretability, and presentation of the data management, analysis, and
research findings (http://www.dedoose.com/LearnMore). Interpretive methods were
also be used in examining data. Stringer (2007) pointed out that qualitative research
sometimes utilizes statistical data to extend or clarify information that emerges in the
research process. The use of statistical data in evaluating the effectiveness of this
28
specific 50:50 dual language program was secondary to the qualitative data collected.
The findings from these results were used to help answer the research questions.
Triangulation was achieved by using results from standardized test scores over three
years, results of in depth interviews of staff and students, and responses from surveys
of parents.
Role of the Researcher
This study incorporated participatory research. The researcher for this study, who
was also the founding principal, had an insider perspective. As an active insider in
the organization being studied, the researcher had specific knowledge of the current
practices and was familiar with the people involved with the research study. The
researcher would also regularly report and communicate with the institution being
studied since they were a member. It was very important that the researcher
understand that the conflict of role duality could arise. As a member and a researcher
in the organization role conflict, loyalty tugs, behavioral claims, and identification
dilemmas could be some of the issues (Coghlan & Brannick, 2006).
When a researcher is an outsider to the institution, it would take time to build
rapport with the participants. It could also be difficult in gathering genuine data when
the researcher would interview or observe participants because they are a stranger. It
would also take time to gain acceptance when they aren’t a regular member of the
organization. For these reasons, the researcher felt it was more fitting to conduct the
research in a familiar place.
29
It was extremely important the researcher know and understand when they were
conducting research and when they were trying to do their regular job. The
understanding was that:
“when an action research manager-researcher engages in the project, they need to
be prepared to work the political system, which involves balancing the
organization’s formal justification of what it wants in the project with their own
tacit personal justification for political activity. Throughout the project they have
to maintain their credibility as an effective driver of change and as an astute
political player. The key to this is assessing the power and interests of relevant
stakeholders in relation to aspects of the project” (Coghlan & Brannick, 2006).
In order to reduce researcher bias and increase trustworthiness of the study, the
researcher would employ peer debriefing and triangulation.
Research Questions
This research project focused on the effectiveness of one small school’s
implementation of a successful 50:50 dual language program. The following
questions were used to explore and measure this success.
1.
In what ways did the dual language program help to bridge the opportunity
gap according to students, staff, and parents?
2.
What were the core programmatic features and signature practices of this
school’s 50:50 dual language program that led to significant increases in student
achievement based on experiences of students, staff, and parents?
3.
What were the perceptions of students/parents/teachers/administrators on how
the dual language program had impacted their own success in bridging the
opportunity gap?
30
Selecting Participants
Since the researcher was already a member of the institution, gaining access to
participants would not be difficult. The current superintendent of the district had also
provided written consent for the researcher to conduct research at the school. With the
permission of the Institutional Review Board (IRB) and the written consent of the
participants, interviews, written questionnaires, and published assessment data were
completed. Scheduled appointments outside of the work day were scheduled in order
to conduct in-depth interviews with students and teachers. These accommodated both
researcher and participants. Also, specific instructions on how and when to fill out
the questionnaires was provided for parents. All of the interview questions,
questionnaires, and informed consent forms were provided in English and Spanish for
parent and student participants in the study.
Participants for this study were selected differently for each phase of the
project. For the questionnaires, fifteen parents that had been with the school since its
inception were selected from an envelope that included the names of all of the
original families that had been enrolled in the school since 2007. There were five
selected from the envelope of English dominant parents, five from the Spanish
dominant parents, and five from bilingual families. Interviews with staff included
three founding teachers of the school. The interviews with students included a
purposeful sampling of eight who had been enrolled since the school opened its
doors. These included four English learners and four English proficient students. In
order to have acquired a representation of the student population enrolled, student
31
names were placed in envelopes separated by group represented, English learner or
English proficient. The assessment data that was utilized to help evaluate
effectiveness included the Academic Performance Index (API) results from three
years of the California Standards Test (CST) English Language Arts and
Mathematics.
Summary
This chapter described the process for collecting qualitative data for the study.
It explained what the qualitative data included; focus interviews with students,
individual interviews with teachers, and results of parent questionnaires. This chapter
also detailed all of the steps followed prior to beginning the research process. The
selection process for choosing participants was discussed. Having consent of all
stakeholders was critical for this part of the research.
Chapter four will report the results from the interviews of students and
teachers and the results from the parent questionnaires. The next chapter will also
provide specific quotes from participants that were relevant to the research. It will
specify themes and codes that help to answer the research questions. The researcher
will also report recurring findings that were significant to the study.
32
CHAPTER IV
ANALYSIS OF THE DATA
This study attempted to identify the contributing factors that made the
Hollister Dual Language Academy (HDLA) perceived as successful by parents,
student, and teachers for all learners, including English learners, and how these
factors have helped to bridge the “opportunity gap.” This chapter discusses the
analysis of this study, Bridging the Opportunity Gap through Dual Language
Education. The process by which data was produced, collected, and documented is
described in detail. For this qualitative study, Dedoose® software was used to
analyze findings of interviews and questionnaires. This qualitative study focused
around three central research questions.
1.
In what ways does the dual language program help to bridge the opportunity
gap according to students, staff, and parents?
2.
What are the core programmatic features and signature practices of this
school’s 50:50 dual language program that have led to significant increases in student
achievement based on experiences of students, staff, and parents?
3.
What are the perceptions of students/parents/teachers/administrators on how
the dual language program has impacted their own success in bridging the
opportunity gap?
These questions were address ed using interviews from seven students currently
enrolled at HDLA, teacher interviews, and results from a parent questionnaire. A
33
focus group interview with six students and another interview with a single student
comprised the students’ participation in the study. Three separate teacher interviews
were also a part of this research study. These included teachers who had been
teaching in the program since its inception in 2007. Parent questionnaires were also
used to help answer the research questions.
Student Interviews
The focus group interviews with students included a purposeful sampling of
seven students. These included three English learners and four English proficient
students. Student names were placed in envelopes separated by group represented,
English learner or English proficient. Three were chosen from the English proficient
envelope and four from the English learner envelope. One student who was
unavailable on the day of the focus group interview was interviewed separately a few
days before using the same questions given to the students who participated in the
focus group, at the request of the parent.
The demographic information of the students was collected and used for the
analysis of this study. At the time of the interview, four students were in fifth grade
and three were in sixth. There were four girls and three boys ranging in ages from ten
through twelve. Six of the students were born in California, and one was born in
Vietnam. The students were also asked to describe their nationality. Three of the
students identified themselves as Mexican-American, one as Mexican, one as
Vietnamese-American, one as American/Italian/Portuguese, and one as Puerto
Rican/Venezuelan/Spanish/Italian. The students were also asked what language they
34
first learned to speak. Four students indicated that Spanish was their first language,
two specified English as their first language, and one identified Vietnamese as her
first language. When asked what language they used at home with their parents, four
students stated Spanish and three said English.
During the interviews, the researcher used a digital recorder to record the
conversations with students. These recordings were then transcribed and imported
into the Dedoose® software. During the transcribing process, the researcher made
copious notes of significant comments that were recurrent and could be categorized
into themes. These were then created as codes in Dedoose®. Once codes were
created, the specific comments pertaining to these codes were highlighted and
attached to the corresponding codes.
The following table illustrates the aforementioned demographic data for the
students that participated in the study.
35
Table 4.1
Demographic Information of Students
Name
Age
Birthplace
Nationality
Language(s)
Spoken
First
Language
Spoken
Vietnamese
Mandy
10
Vietnam
Vietnamese/
American
English and
Spanish
Todd
12
California
Mexican/
American
English/
Spanish
English
Tamara
10
California
American/Italian/
Portuguese
English
English
Gloria
12
California
Mexican/
American
English/
Spanish
Spanish
Maria
10
California
Mexican/
American
English/
Spanish
Spanish
Roberto
11
California
Mexican
English/
Spanish
Spanish
Alex
11
California
Puerto Rican/
Spanish/
Spanish
Venezuelan/
English/
Italian
Italian
Note: The demographic information for students was provided by the students
themselves before beginning the actual interview questions. Pseudonyms were used
for anonymity.
Parent Interviews
There were fifteen parents of the students in fifth and sixth grade that were
chosen to fill out questionnaires, along with an informed consent form to sign for this
study. Parents of students were categorized into three groups based on demographic
data available at the school, English only speaking families, Spanish only speaking
families, and bilingual families. Five questionnaires from each category were chosen
randomly by placing surnames in one of three envelopes based on the appropriate
36
language group. Of the fifteen parent questionnaires, nine were born in the United
States, five were from Mexico, and one from El Salvador. The parents also identified
their nationality; two stated they were Mexican-American, six stated Mexican, one
Hispanic, five Caucasian, and one Native American. Their education level also
varied. One parent had a Ph.D. degree, six parents had Master’s degrees, one had a
Bachelor’s degree, three had some college, two had completed high school, and two
had a primary level education. Thirteen of the families had been at HDLA for six
years, one had been there for five years, and another for four years.
Parents were provided help to fill questionnaires out at a regularly scheduled
parent meeting. Several parents filled them out and submitted them that evening.
Others took them home and returned them the next few days. The information
provided by parents was also transcribed and transferred to the Dedoose® software
where a similar process of finding themes and coding comments was followed.
Using Dedoose® to code and analyze the data from the interviews and
questionnaires provided insight into the questions posed by this study pertaining to
bridging the opportunity gap; core features that have led to increased student
achievement; and perceptions of students, parents, and teachers on how dual language
has impacted their own success.
The following table summarizes the abovementioned demographic data for
the parents that filled out a questionnaire for the study.
37
Table 4.2
Demographic Information of Parents
Family
Surname
Level of
Education
Birthplace
Nationality
Language(s)
Spoken
How long in
the U.S.
Chavez
Some college
Mexico
Mexican
Spanish
16 years
Gonzales
Some college
Mexico
Mexican
Spanish
17 years
Encino
High school
El Salvador
Salvadorean
Spanish
13 years
Gomez
Upper
Elementary
Mexico
Mexican
Spanish
23 years
Delreal
Elementary
School
Mexico
Mexican
Spanish
13 years
Herrera
Master’s
Degree
Mexico
Mexican
English/ Spanish
38 years
Victor
Master’s
Degree
U.S.
Mexican
Spanish/ English
Campos
Bachelor’s
Degree
U.S.
White/
European
English/ Spanish
Cabrera
Master’s
Degree
U.S.
Mexican/
American
English/ Spanish
Loera
Some
College
U.S.
Mexican/
American
English/ Spanish
Wilson
High School
U.S.
Caucasian
English
Mire
Ph.D.
U.S.
English
Barnes
Graduate
School
U.S.
Native
American/
Caucasian
Caucasian
Fox
Master’s
Degree
U.S.
Caucasian
English
Hunt
English
Master’s
U.S.
Caucasian
English
Degree
Note: The demographic information for parents was provided by the parents in the
questionnaires they were given to fill out.
38
Teacher Interviews
The three teachers that participated in the interviews were interviewed
separately using the same set of questions. These three teachers had all been
founding teachers of the dual language school. They were chosen for the study
because they had experienced the different phases of the school as it grew each year
and had been there the longest. They also played a key role in the implementation of
the 50:50 model at the school.
The demographic information of the teachers is described in detail. All three
teachers interviewed were born in California and hold a Bilingual Cross-Cultural
Language Acquisition Development (BCLAD) Credential. One of the teachers,
Cathy, has been at HDLA for five years. She has been a teacher for 15 years and
holds a Master’s degree in Reading. She has taught first, second, and third grade.
Cathy teaches the Spanish portion of first grade curriculum at HDLA. Dora has also
been at HDLA for five years, and she teaches the English portion of the first grade
curriculum. She has also taught in the primary grades for eight years. She holds a
Master’s degree in Elementary Education. The English kindergarten teacher, Denise,
has been at HDLA for four years. In her seven year teaching career, she has taught
kindergarten and first grade.
The teachers provided valuable insight into the journey that HDLA has taken
to get to its current level of academic success. The details of their interviews will be
demonstrated as the research questions of the study are addressed. These interviews
were also recorded and transcribed using the same process as the students. Codes
39
were generated on Dedoose® and then attached to the corresponding comments made
by the teachers.
Bridging the Opportunity Gap
The first question in the study addressed the issue of the opportunity gap and
how the dual language program has helped to bridge it, according to experiences of
students, staff, and parents. In the book, The Opportunity Gap (2007), this gap “aims
to shift attention from the current overwhelming emphasis on schools in discussions
of the achievement gap to more fundamental questions about social and educational
opportunity.” This research project aimed to address those opportunities provided by
HDLA that stakeholders felt was critical in bridging the opportunity gap.
Teacher Interviews
One of the key questions posed to teachers during the interviews asked if they
felt that the dual language program had helped to bridge the opportunity gap and, if
so, how do these opportunities impact student learning. The responses provided by
the three teachers during the separate interviews discussed how they felt strongly
that the education provided for students at HDLA did indeed bridge the opportunity
gap. Some evidence of their comments are as follows:
Cathy, a first grade teacher for five years at HDLA, stated that, “HDLA
definitely bridges the opportunity gap because it’s helping students become bilingual,
and they are able to learn from two different teachers in English then in Spanish, two
different approaches or ways of learning, and in two different languages.” She went
on to say that this type of program has also helped students who learn at a lower level
or are second language learners to maintain their home language or to gain another
40
language and at the same time are pushed academically and supported through the
curriculum in English and in Spanish. I feel our school has helped to narrow that
learning gap.
Denise, a fourth year kindergarten teacher at HDLA stated, “I definitely think
it has helped in narrowing the opportunity gap. I think I make the direct connection
with the students’ progress on the benchmark assessments. It is amazing to see the
growth of all students (EL’s, low SES) each trimester that we assess one on one in
English and in Spanish. I have made an observation that our students learn faster in
this program than they do in traditional English programs because they are receiving
formal instruction in their primary language.” Students are getting a double dose of
literacy instruction and are definitely working harder and at a faster pace. She also
felt strongly that kindergarteners learn their letter sounds so quickly because they get
them from the English teacher and then from the Spanish teacher and are quickly
ready to transition to reading. Students get instruction in their primary language and
in the target language, and which is definitely an added opportunity for any child.
Dora, also a fifth year first grade teacher, specified that the opportunity for
students comes from having formal instruction in their primary language and also in
the target language and then receiving lots of support in both. Understanding
strategies in Spanish has helped students to transition in English. Dora went on to say,
“even our intervention is all in Spanish and we have seen growth for students. They
use the strategies and concepts that they’ve learned in Spanish and applied them
during English class. Supporting their first language is key.”
41
All three teachers focused on the academic learning in two languages and how
students have an added advantage by having formal instruction in English and
Spanish. The 50:50 dual language model at HDLA provides students instruction in all
content areas in English for half of their school day and the other half in Spanish.
Teachers also stressed the importance of providing extra support or interventions in
the language of need for students.
Teachers also talked about other opportunities provided for students that have
contributed to bridging the opportunity gap which included multicultural activities
and lessons. The kindergarten teacher, Denise, stated that “having a multicultural
focus as part of our mission as a school has given students more opportunities to
practice their language skills and learn about other cultures.” One example is
International Day, where students at each grade level learn about the culture,
education, and literature of another country. The culmination to this four-week study
is a presentation to the school community and parents. Students also have the
opportunity to publish the first bilingual newspaper in the county, El Jaguar. All
articles are written in English and Spanish by students. Another example that first
grade teacher, Dora provided was the school’s celebration of Day of the Dead or Dia
de los Muertos and how other Spanish-speaking countries celebrate this important
day.
Student Interviews
When students were asked about opportunities provided to them that they felt
impacted their learning, they also provided insight from the perspective of ten,
42
eleven, and twelve year olds who had been in the program for six years. Tamara, a
fifth grade student indicated, “Where else would you have the opportunity to speak to
students in another country in another language, learn about people who harvest fruits
and vegetable in your community, and be able to share this in a bilingual newspaper?
This is the best place to be” (Tamara, English primary language). Mandy, also a fifth
grade student, specified that, “we also have an opportunity where we have a sister
school in Argentina and when we talk to them we have to use our Spanish because
they don’t speak another language” (Mandy, Vietnamese primary language).
Roberto, a sixth grade student shared that “other opportunities we are provided to
practice what we’ve learned with our sister school in Argentina, the El Jaguar
newspaper, and International Day where we learn about other countries and their
traditions and languages” (Ramon, Spanish primary language).
These students were referring to the sister school project between a rural
school in Argentina and HDLA where students are able to chat via the internet and
exchange projects throughout the school year. Students are able to learn about school
life and culture in another country and in another language. Tamara also referred to
the Harvest of the Month program at the school where every month students learn
about a different crop harvested in the community. They even get to taste the fruit or
vegetable of the month.
Students also stressed the importance of learning two languages and the
opportunities that they would be able to take advantage of in their future because of it.
Three of the boys talked about future job opportunities. Todd, a sixth grade student,
43
said, “I feel having the opportunity to learn in two languages will help me later on in
my life by providing more job opportunities and traveling to other countries” (Todd,
English primary language). Alex, who is in fifth grade, stated, “I feel learning in two
languages will help me in my future also for job opportunities and communicating
with people who speak different languages.” He added that, “More opportunities are
available for me in the future for jobs and college choices” (Alex, Spanish Primary
language). Roberto stressed that the opportunity to become truly bilingual would
look good on his diploma when he wanted to get into college (Roberto, Spanish
primary language).
Some of the students also talked about opportunities to travel that would be
available to them because of their bilingual academic experience at HDLA. Todd
specified that, “I feel it will help me later on in my life by providing more job
opportunities and traveling to other countries. It will also make it easier to travel to
other countries when you speak more than one language” (Todd, English primary
language). Maria, a fifth grade student, also expressed, “I could understand different
people if I go to different countries or states” (Maria, Spanish primary language).
Gloria, a sixth grade student, said, “I will have more options to study in a Spanish
speaking country if I choose to” (Gloria, Spanish primary language). “It will help
me in the future when I go to the university or travel,” is what Roberto added
(Roberto, Spanish primary language).
44
Parent Questionnaires
The questionnaires provided to parents also provided valuable data that
contributed to the main focus of the study. Parents felt confident in answering the
questions because they knew these would remain anonymous and they wanted to
provide useful input for the future of the Academy. Parents were initially asked their
reasons for first enrolling their children in the dual language program to begin with.
The results of these were categorized under the theme of Parents Academic Goals for
Students. Some of their responses were very similar in nature. Here is what the
bilingual families provided on their questionnaires.
“To receive a rigorous and challenging bilingual education that will prepare
them for a university and to work and appreciate with people of different
backgrounds and cultures.”
“My goals by enrolling them my children at HDLA was that they have the
opportunity to become bilingual and biliterate in English and Spanish.”
“We want our children to have written and oral academic achievement in both
languages.”
“Love of learning! To learn both English and Spanish, not only to speak, but
read and write. To be educated in a small community feeling.”
Parents that indicated that they were English-speaking families at home offered the
following responses.
“That both my children leave sixth grade bilingual in all academic areas. In
turn this will further their desire to learn other languages.”
45
“Our goal was to find a small school that gave our children an added benefit
over typical public schools. When the idea of HDLA was presented, we were
very interested in having our children learn a second language at a young age.
We sought out the school to have our children the opportunity to become
bilingual and biliterate as well as to provide academic challenges for their
development.”
“My goals are for her to receive the best education possible at an elementary
school. The comprehension of Spanish is an added opportunity that will
benefit her in her future.”
“We would like them to achieve “advanced” in all subject areas in English
and “proficient” in all subject areas in Spanish.”
“To be truly biliterate”
There were also several responses from Spanish-speaking parents that also felt
that bilingualism and biliteracy were very important. They felt that their children
would have better job opportunities, as well. One of the major differences between
the Spanish responses and the English ones, were that some Spanish-speaking parents
felt strongly that their children maintain the home language and culture. Here were
their responses written in Spanish.
“Quiero que mi hijo reciba una buena educación bilingüe para que no olvide
sus raices hispanas. También tendrá muchas más oportunidades de trabajo.”
[We want our children to receive a solid bilingual education so that they also
46
don’t forget their Hispanic roots. They will also have many more job
opportunities.]
“Queremos que continuen aprendiendo de las tradiciones y la lengua de sus
padres y abuelos. Pueden tener mejores oportunidades en su futuro.” [We
want our children to continue learning about the traditions and language of
their parents and grandparents. They can then have better opportunities in the
future.]
“Quiero un buen futuro para mis tres hijos y quiero que puedan leer, escribir,
y hablar bien dos idiomas. No queremos que olviden su lengua.” [We want a
good future for our three children and the opportunity to read, write, and
speak well in two languages. We do not want them to forget their mother
tongue.]
“Quiero que mis hijos tengan una buena educación y de alto nivel en dos
idiomas.” [I want my children to have a good education in two languages at a
high level.]
“Quiero que mis hijos tengan una buena educación bilingüe para que
aprovechen de más oportunidades en su futuro.” [We want our children to
have a solid bilingual education so that they take advantage of many more
opportunities in the future.]
“Quiero que mis hijos aprendan a leer, escribir, y hablar los dos idiomas
bien. También quiero aprendan de otras culturas y trabajar con personas de
diferentes culturas.” [We want our children to learn to read, write, and speak
47
in two languages well. We also want them to learn about other cultures and
work with people that come from different cultural backgrounds.]
“Que pueda desarollarse completamente en los dos idiomas es nuestra gran
meta.” [We want our child to develop completely in two languages. That is
our grand goal.]
All of these parents made the conscious choice to enroll their students in this
dual language magnet program. They made an informed decision to provide their
children with this opportunity. As some of the responses specified, they chose this
program to give their student an opportunity that other schools didn’t provide. Parent
responses also addressed the research question pertaining to whether or not they felt
that HDLA helped to bridge the opportunity gap. Part of their responses also focused
on the importance of bilingualism, biliteracy, and multiculturalism in education.
One of the bilingual families indicated that providing the program that HDLA
offers is definitely important because students have to be prepared for a diverse world
where they’ll have to communicate and work with people that speak a different
language or have a different cultural background. This needs to be instilled from a
very young age. HDLA provides them this opportunity. Another bilingual parent
also offered her thoughts on bilingualism, biliteracy and multiculturalism as being
extremely important because they expand their world to include more countries and
people that they can relate to. It broadens their perspective and opens more
opportunities. One of the English speaking parents shared, “We believe that they will
need these aspects to compete in a global environment later in their education and
48
careers. No matter where you live in the U.S., you will encounter Spanish speakers,
and we believe the language skills our children are learning here will now give them
advantages in the future.” “My daughter is receiving an education at proficient level
and above. The Spanish she is learning is a wonderful opportunity. I appreciate the
cultural experiences HDLA brings to her. I feel that it adds to lessons in art and music
and piques her interest to keep learning,” stressed an English speaking parent. A
bilingual parent stressed that this type of program enables students to move forward,
expand their educational horizons, have a great job, and meet people of other cultures.
Parents discussed how the opportunities provided for them at HDLA would
help them with their understanding of other peoples and cultures. The theme crosscultural understanding was a recurring theme as an educational advantage and
opportunity provided that parents felt strongly about. The cross-cultural focus was
important for them with interactions they would have in future endeavors. “It
increases a child’s world-wide understanding of different cultures and encourages our
children to look beyond our community, while providing skills useful in the job
market,” specified a bilingual parent. “This opens doors for them and opens their
view of other cultures.” Another parent felt that cross-cultural understanding helped
to bridge relationships between cultures. A bilingual family felt that HDLA provided
strong opportunities with a multicultural focus.
In her article, “The Importance of Multicultural Education,” (Geneva Gay,
2004) stressed that, “Curriculums infused with multicultural education boost
academic success and prepare students for roles as productive citizens.” Gay also
49
concluded that multiculturalism in education might be the solution to the current
problem in education, the achievement gap. If we provided students with an
education that reflects the diverse cultures and ethnicities that represent our
communities and their contributions, then students would be provided a better
opportunity and not be left behind.
The parents who chose to enroll their students at HDLA might have also had
the same ideas. “I feel they are an important part of our world. There is so much
diversity and we need to teach our children that we may be different in culture, but
we are all human and need to work together,” stated an English-speaking mom when
asked about her thoughts about bilingualism and multiculturalism. A bilingual
parent added that, “Multiculturalism in education is very important because this
helps children to open their eyes to the real diverse world and that things are different
around them. This helps them to be aware of the world.”
Spanish-speaking parents also added their thoughts about bilingualism,
biliteracy, and cross cultural understanding. “Mis hijos han aprendido español muy
bien, y también han aprendido de otros países a traves de los eventos culturales en la
escuela y la escuela hermana en Argentina.” This Spanish-speaking parent asserted
that her children have learned Spanish very well and have also learned about other
countries and cultural events at school and through the sister school in Argentina.
“Mi hijo tiene la facilidad que tiene para desenvolverse en los dos idiomas y poder
conocer otras culturas.” This parent expressed that his son finds it easy to express
himself in two languages and is able to learn about cultures.
50
Core Features Leading to Academic Achievement
The second question proposed in this research study addressed the core
programmatic features and signature practices of this school’s 50:50 dual language
program that have led to significant increases in student achievement based on
experiences of students, staff, and parents. The responses from the interviews and
questionnaires provided strong evidence that helped to answer this question.
Teachers
The interviews from teachers provided insight into the core features that they
felt have contributed to student achievement at HDLA. The themes that were
recurring from interviewing the teachers were, the commitment of all of the staff, the
design of the 50:50 dual language model, and the parent involvement at the school.
Cathy, the first grade Spanish teacher, shared that she felt the dedication of the
teachers and the teachers wanting this school to be a successful program were very
strong factors. Also, the support of a staff that believes in the program and
bilingualism is critical. She also stated, “I definitely think that the parent
involvement in this school has greatly helped the school to be successful.” She went
on to say that the 50:50 model and having the 2 teachers had also been core features
that were instrumental in its success. “Now that we’ve been implementing the 50:50
model, I see that students really do learn. It’s an effective program and an effective
model for the kids. I think this is a core feature of our school. I also think the fact
that there are two teachers working together and teaching the same groups of
students.” Cathy also stressed that definitely keeping the languages separate and
51
balancing the language levels of the students in each class was a critical feature of the
program .
Denise, the kindergarten English teacher, emphasized that, although this type
of program takes lots of extra planning time, commitment and energy at first, it is
definitely worth it when the students are speaking, reading, and writing in two
languages and outperforming their peers in traditional schools. The partnership in
dual language and then being true to that language in the classroom, helps with their
growth in English and in Spanish. The separation of the languages is very important
for students to grasp key concepts in that language. Denise went on to say that the
model lends itself well so that students are able to make connections and bridge their
learning. Continuing to enrich and foster the Spanish right along with the English is
critical to the success. “The strong partnership that we have with our grade level
partner is critical because our students are able to receive all of their curriculum in
two languages from two different teachers,” she highlighted.
Dora specified that the collaboration between the teachers, the close planning
and deciding which strategies to use with students so that partner teachers support
each other, and the dedication that teachers have committed to in teaching this type of
program has proven successful for the entire school. She stated, “Our actual 50:50
model is a core feature that makes us unique. The collaboration, parent involvement,
and teachers’ strong beliefs in the program’s success are critical core features.”
Parent involvement and support was another recurring theme discovered in the
teacher interviews. According to Van Roekel (2008), parent, family, and community
52
involvement in education correlates with higher academic performance and school
improvement. When schools, parents, families, and communities work together to
support learning, students tend to earn higher grades, attend school more regularly,
stay in school longer, and enroll in higher level programs.
Teachers felt strongly about the support they receive from the parents.
Denise pointed out that parent involvement was another core feature of the dual
language program. “Parents definitely feel like they are a key part in the student’s
educational growth. It’s about taking a strong role and making them a responsible
partner as well,” she expressed. First grade teacher, Cathy, shared that the school
wouldn’t be as successful without the strong parental involvement.
The parental support has definitely been a huge part.
Students
During the interviews, the students were asked about the core features of this
school that they felt contributed to their academic success. There were several
recurring themes that focused around the core features. These themes focused on the
staff and administrative commitment, the parental involvement, and the 50:50 dual
language model itself.
During the interviews, students shared their strong admiration for their
teachers and the staff. Mandy, a fifth grade student, acknowledged that, “The
principal, the teachers, and the fact that this is a very successful bilingual school.
Everyone that works here is passionate about the goal of all of us being bilingual and
that is extremely important” (Vietnamese primary language). Todd, a sixth grade
53
student shared that, “The teachers are amazing because they dedicate so much of their
time to ensure that we all learn” (English primary language). Also in sixth grade,
Roberto, added “ the teachers were great by working hard to ensure that all students
learn” (Spanish primary language). “HDLA has great teachers that believe we can
learn two languages and a dedicated principal that is always making sure we speak
both languages,” affirmed Gloria in sixth grade (Spanish primary language). Tamara,
in fifth grade, recognized that the staff took so much of their time to make sure that
this program was successful (English primary language).
Another recurring theme during the analysis of student transcripts was the
strong parental involvement. Students felt that the parent involvement was also a
critical feature that had contributed to their academic achievement. Students
expressed how their parents were actively involved in their education in one form or
another. One of the consistencies among the students is that there parents also felt a
sense of pride by having their children form the first cohort of this dynamic program.
A powerful comment made by Tamara was, “The parent involvement is so strong,
and there are always parents helping in the class, on the yard, in the office,
everywhere” (English primary language).
Students were also very aware and knowledgeable about the different tasks
and responsibilities their parents had when they were at school. Todd expressed that
his mom played an active part in the parent club and had constant communication
with the teachers about how to best support the classroom learning (English primary
language). Alex articulated extremely well about how his father had really enjoyed
54
being president of the parent club for a few years because he felt he could help the
school get what they needed. “He always communicated with the teachers to make
sure they had what they needed to teach in both languages.” He continued that, “he
enjoyed being a part of the fundraising and activities because he was able to get all
the families together and build community” (Alex, Spanish primary language).
Two of the girls in fifth grade discussed how their parents played key roles in
helping teachers. “My mom helps the fifth and sixth grade teachers all of the time
with correcting and filing work because there are 77 students that they teach,” shared
Tamara (English primary language). Mandy spoke about how her mom liked to help
students with their homework. “She comes in two times a week in the morning for 30
minutes to our fifth grade class and helps students in homework club from first
through sixth grade. She is also bilingual” (Mandy, Vietnamese primary language).
Even Spanish-speaking parents played an active role in the school setting.
Roberto proudly shared that his mom liked being at school and enjoyed helping,
especially in the Spanish class because she only speaks Spanish. She has helped with
projects and groups. “She really likes that she could communicate with anyone at our
school because all the staff speaks Spanish and is bilingual. She wouldn’t be able to
help like this in a regular English only school (Roberto, Spanish primary language).”
Gloria also contributed that her mom enjoyed coming to school everyday during the
lunch hour, not only to bring her lunch, but to help supervise out on the yard. “She
talks to the students in Spanish on Spanish days so it helps us to practice outside of
class” (Gloria, Spanish primary language).
55
The students also felt that the actual 50:50 dual language program was a core
feature of the school and had helped them tremendously in learning two languages.
Mandy, a fifth grade student, provided great insight. “The dual language program,
where the two languages are split evenly, has been very effective for us to learn both
languages well” (Vietnamese primary language). Alex added, “It also provides
amazing structure where we learn half our day in one language and the other half in
another language, and it runs so well. I like being in English half the day and Spanish
half the day” (Alex, Spanish primary language). “I think this has made our school so
successful, our 50:50 dual language program,” stressed Maria in fifth grade (Spanish
primary language). Gloria was specific about the curriculum that she found to be
effective. “Part of our Spanish language arts is speaking in front of the class about
something in the news or a book report. I had to speak about what I found on the
internet in Spanish to the rest of my class” (Spanish primary language).
Parents
The parent questionnaires provided useful information on what parents
themselves felt were the core features of the program that had made it successful. The
recurring themes among parents were the commitment of staff and administration and
the parental involvement and support. On the questionnaire given to parents, one of
the questions asked about the features of HDLA that they felt had made it a
successful school. Every parent questionnaire indicated that the commitment and
dedication of the staff was a key core feature that has made this school an academic
success.
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The teamwork between the teachers and the parents was commented by one of
the families. Another bilingual parent added that the staff and administration were
committed and dedicated in ensuring that students were successful. “Teachers,
administration, and staff are very committed to the success of this program. Teachers
set high expectations for students.” Two of the parents commented on the
commitment. “The commitment of the educators that work there is a significant
feature.” “Also the commitment level of the staff is amazing.”
Another bilingual parent added that the program has had high academic
achievement because of the dedicated teachers, staff, and parents. “Parents and
teachers are always working together very closely.” One bilingual parent felt
strongly that the school’s success was attributed to, “the group of fine dedicated
educators, awesome principal, and the welcome home feeling.”
Spanish-speaking parents also had important comments to note relating to
staff commitment. One parent noted that her children had excelled in this program
because of “El trabajo duro de la directora y las maestras.” She referred to the hard
work of the principal and the teachers. Similarly, one parent added that, “Las
maestras dedican mucho tiempo y trabajan duro, y siempre están para ayudar.” This
parent felt that teachers dedicated lots of time to the program, worked extremely hard,
and were always there to help. “El compromiso y dedicación del personal de la
escuela y la preparación de los maestros.” This Spanish-speaking parent also felt that
the commitment and dedication of the school, as well as the preparation of the
teachers was essential. One very important comment worth noting was what this
57
parent remarked about everyone on the staff being bilingual. “Todos los que trabajan
en la escuela son bilingües, asi que nos podemos comunciar con todos.” This parent
stated that she could communicate with anyone on staff.
Coding and analyzing the comments from parent questionnaires also brought
forth the theme of the significance of parent involvement. Parents felt like they
definitely played a key role in the success of HDLA. Since they had all been there for
six years, except for two families who had been there four and five years, they had
experienced the transformation that the school had taken from the first year with only
80 students to the current year with over 300 students. Parents also have an
expectation from the school to volunteer at least 30 hours per school year, as was
mentioned earlier in the study. From the comments, these parents take this
commitment seriously. One parent felt that a core feature of the program was the
parent involvement and volunteerism. Another parent also felt that the community
played a role. She felt that the commitment by the community that this type of
program is a necessity for students and the involvement of parents in the school has
attributed to its success.
An English speaking parent shared, “I feel that the families that attend HDLA
want to be there and have made a choice to put their children in this type of program.
We have a common bond to educate our children in two languages. This parent also
specified that most families play an active part in this school and their children’s
education.
58
Comments from Spanish speaking parents followed the same theme of parent
involvement being an important factor in the school’s success. When asked in
Spanish what a core feature of the program this is how they answered: “La gran
participación de los padres” which translated into the great participation of
parents.“También los padres siempre están ayudando” which meant that parents
were always helping.“El apoyo de todos los padres” referred to the support of all
parents. “El apoyo y ayuda de todos los padres” also pointed to the support and help
from all of the parents.
Perceptions of Stakeholders
The final question presented in the current study addressed the perceptions of
parents, students, and teachers on how the dual language program had impacted their
own success. There were questions given to participants during the interview and on
the questionnaire that referred to their learning experiences during their years at the
Academy.
Parent Perceptions
The parent questionnaire specifically asked parents the different ways that
HDLA had impacted the learning of their children. They provided valuable
information on the questionnaires that was directly related to this research question.
Some of the parents addressed the curriculum. “HDLA has had a very strong impact
on the learning pertaining to English and Spanish curriculum in reading and math. He
usually scores very well on assessments and is able to think critically to solve
problems in both languages.” In addition a bilingual parent said that the program had
59
provided a good, challenging curriculum. They particularly respected the 50:50 dual
language model and appreciated that both languages were valued equally. “It has
provided a challenge that other programs couldn’t. All academic subjects in both
English and Spanish have made a huge impact in their learning,” stated another
bilingual parent.
Some of the parents commented on the rigor of the dual language program.
“By being the only school in the county to offer a 50:50 dual language program, it has
given my children a rigorous bilingual education,” expressed a parent. Another
bilingual parent shared that HDLA has had a very positive impact and that his child
can be shy, but in this close community feels his child does extremely well in the
classroom. “She’s not afraid of making mistakes. Teachers truly care about students,”
he concluded.
The following statement from a parent, synthesized that HDLA had allowed
their children to learn a second language during their critical younger years. “They
have picked up more of the language as elementary students than they would have if
they waited until high school.” In addition, they believe the small size of the schoolwith parents, teachers, students, and staff who all know each other and work togethertruly is an advantage over a typical school.
The following parents not only commented on the academic rigor, but on the
cultural education their children were exposed to. “My daughter is receiving an
education at proficient level and above. The Spanish she is learning is wonderful. I
appreciate the cultural experiences HDLA brings to her. I feel that it adds to lessons
60
in art and music and piques her interest to keep learning.” Another parent shared that
her daughter has become bilingual and biliterate and has a more sophisticated
perspective of the world. She is also appreciative of cultural differences.
Spanish dominant parents also added that the bilingual academic program
helped their children learn in two languages.
“Mi hijo a desarollado muy buenas destrezas en escritura y lectura en ambos
idiomas. El no sabía leer, ni escribir el español.” [My child has developed
very strong skills in reading and writing in two languages. He didn’t know
how to read or write in Spanish.]
“Ellos tienen destrezas fuertes en Inglés y Español. El mayor a estado en
lista de honores cada trimester.” [My chidren has strong skills in English and
Spanish. The oldest has been on the Honor Roll each trimester.]
Mis hijos han aprendido dos idiomas muy bien. Pueden leer y escribir dos
idiomas. [My children have learned two languages very well. They can read
and write in two languages.]
The following parents commented on the strong impact that this dual language
program had on their students’ academic achievement and their cultural proficiency.
“A tenido un impacto muy positivo porque han aprendido muchísimo
academicamente y culturalmente. Las oportunidades que se ofrecen aquí no
las ofrecen en otras escuelas.” [This school has had a positive impact for my
child because he has learned so much academically and culturally. The
opportunities provided here aren’t offered in any other school. ]
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“Mis hijos han aprendido español muy bien, y también han aprendido de
otros países a traves de los eventos culturales en la escuela y la escuela
hermana en Argentina.” [My children have learned Spanish extremely well,
and also, they’ve learned about other countries through cultural events at
school and their sister school in Argentina.]
“En la facilidad que tiene para desenvolverse en los dos idiomas y poder
conocer otras culturas.” [My children find it natural to express themselves in
both languages and they were also able to learn about other cultures.]
Student Perceptions
During the student focus group interviews and the individual student
interview, students were asked about their own perceptions and what they felt had
contributed to their academic success at HDLA. They were also asked about the
importance placed on learning two languages and how they were encouraged to use
both languages. The recurring themes for student pertained to the impact that two
languages would have on their future endeavors. The other element that permeated
throughout their interviews was a strong sense of pride by each of them in having
been a part of this pioneer magnet school in Hollister.
Mandy, a fluent English speaker in fifth grade, shared that when you already
speak Spanish then this is the program that will maintain your language and teach it a
much higher level. On top of that you learn English. For English only speaking
families, then you will definitely keep learning, but now you will have the
opportunity to learn to speak, read, and write in Spanish. (Mandy, Vietnamese
62
primary language) Tamara, also in fifth grade, shared that this had been a great
learning opportunity by getting to know people that didn’t speak the same language
that she did when she started or had the same culture. (Tamara, English primary
language) Alex, in fifth grade, added that this program will “give you more
opportunities in the future because you’ll be able to communicate and write in two
languages. This is a great program with wonderful and smart teachers who are all
bilingual too” (Alex, Spanish primary language).
Todd, in sixth grade, expressed that this was a great program and a once in a
lifetime opportunity because you’ll learn in two languages and have fun doing it
(Todd, English primary language). A fifth grade student, Maria, loved her school
because she learned in two languages to help her get a better job or to go to college.
She continued that students should start thinking about volunteering for community
service using both of languages. “This will make you stronger in the languages,
while helping others at the same time.” (Maria, Spanish primary language) Roberto
also mentioned that there was nothing else like this school out there. “This is the only
school in Hollister where you will learn English and Spanish,” he concluded.
(Roberto, Spanish primary language)
Teacher Perceptions
During the individual teacher interviews, teachers also had important
comments about their perceptions and experiences in helping to open the school and
the steps taken to ensure the success of the dual language program. They discussed
the contributions by the dedicated staff to ensure a strong bilingual learning
63
environment. Teachers felt strongly about the specific instruction in the classroom
that had impacted student achievement in two languages.
Dora, first grade English teacher, discussed what had impacted language
acquisition the most in first grade. A lot of modeling and repeating , also using
pictures and providing plenty of opportunities for oral practice. Teachers mirroring
each other in class and working in teams is cessential. Engaging students by making
prior connections to what we’ve learned or what they learned in the other class. It’s
important that teachers provide opportunities for them to share with each other or
model for one another.
Cathy, Dora’s Spanish counterpart, specified that what was most effective
were visuals, pictures, or even drawings on white board and acting out. Modeling
and hand gesturing really help with some of the delivery. “I also use the students
themselves as models in the classroom to try and help me explain to other students
who aren’t getting the concepts or understanding what I’m trying to say.” She
continued to state that being able to build upon what your partner teacher has already
taught them is crucial. Other strategies that work are when students talk to each
other or partner talk. Having students work in groups impacts student learning.
The English kindergarten teacher, Denise, emphasized that providing
opportunities for students to have real conversations with each other and practice
what they’ve learned through peer to peer conversations has definitely impacted
student learning. Pair- share strategy also allowed students to also share and
practice vocabulary. Providing students opportunities for cooperative group activities
64
and hands-on activities has had positive results. “I do a lot of choral response where
students repeat after teacher, a song, chant, poems, learning new rules or new
vocabulary.” Other effective strategies are echo talk, peer share, and lots of visuals
and realia. Not just in kindergarten, but throughout the program.
“Having a multicultural focus as part of our mission as a school has given
students more opportunities to practice their language skills and learn about other
cultures.” continued Denise. “I am very proud of our school. I can’t believe that we
are still here and stronger than ever because it was so much work at first to get it up
and going smoothly,” she added. She also pointed out that the outcome had been
amazing, especially seeing the grand accomplishment of California Distinguished
School in 2012.
Two of the teachers pointed to the theme related to having positive role
models at this school. Denise, in kindergarten, detailed the fact that all the teachers at
this school were bilingual which played a huge part for our students to see role
models as they grow up, especially girls, since the majority of the teachers are strong
Latinas. They are able to see teachers as bilingual role models. Cathy also added that
she felt really proud that “we are able to help and be role models for students who
share the same backgrounds as many of us and grew up the same way we did.
Now
we are able to provide a safe environment where students are able to use their home
language to learn at school.”
The teachers interviewed provided valuable data that contributed greatly to the
research questions in the current study. Their insight from training and experience
65
has given them the background to dual language philosophy, effective strategies for
language acquisition, team collaboration, and delivery of sound instruction, all
characteristics that have greatly impacted student learning.
Further Findings from the Data
Dedoose® provided a variety of charts and tables that contributed to core
themes of the current study. It facilitated the analysis in answering the research
questions posed by the researcher. There were other findings that were worth noting
for the current study. One of the components of Dedoose® allowed the researcher to
compare descriptors of the participants to the most recurring codes to determine if
certain characteristics of the participants had any significance on specific themes.
One particular descriptor by code significant to note was the Parent as
Partners and the education level of parents. In this analysis, parents that held a
Master’s degree had provided more evidence of being involved at school and with
their children’s education than any other group. Parents that indicated “some
college” were second with three comments related to their involvement in their
child’s education.
Another descriptor by code that was important related to the theme staff
commitment as a factor to success and how long families had been in the U.S. Those
families that had been in the U.S. since birth had more evidence pointing to staff
commitment as being a core feature that led to the success of HDLA. Other families
in the study had been in the U.S ranging from 11 to 15 years, 16-19 years, and 30+
66
years. Also, parents with a Master’s degree had more evidence that staff commitment
was a key factor to success of the school.
One of the themes related to educational advantages for students was
specifically cross-cultural understanding. Parents who were U.S. born provided
more testimony in support of cross cultural understanding being a significant
advantage for their children by being in this dual language program compared to
those parents not born in the U.S. The Vietnamese student in the study also afforded
more comments as to why she felt that cross cultural understanding was a huge
advantage for her, as compared to one other student born in California.
Conclusion
This qualitative study intended to answer three important research questions
about a specific dual language school related to its journey in bridging the
opportunity gap, the core features leading to academic achievement and success, and
the perceptions of the stakeholders on how this school had impacted their learning.
The researcher used three different groups of participants to help answer these critical
questions.
The groups that played an essential role in this study were teachers, students,
and parents. They all had a key piece to play in this important study. Whether it was
a focus group interview, individual interviews, or questionnaires, all participants
presented indispensable information. All three groups provided valuable and
substantial evidence to help support the main purpose of the current study.
67
Academic Performance Index for HDLA 2009-2012
The following table demonstrated the Academic Performance Index (API) for
the Hollister Dual Language Academy over the last three years. The data was
provided to demonstrate the high academic achievement the school has made.
Table 4.3
HDLA Academic Performance
Year
Index 2010-2012
Number of students tested
API Score
(schoolwide)
2012
172
812
2011
124
833
2010
78
799
It was important to note that the scores provided by the state’s API are for the
California Standards Test in English. It did not reflect the academic level of students
in Spanish. Another important factor is that students scored at high academic levels in
English and were also receiving formal instruction in Spanish for half of their school
day. One conclusion that could be deduced from this information is that, in general,
Spanish instruction is not impeding the learning in English.
68
Summary
This chapter reported and analyzed all of the data collected through the in
depth focus group interviews with students, individual interviews of teachers, and
questionnaire information provided by parents. Significant evidence was provided by
using the comments given by the participants when addressing the questions.
Chapter five will provide a discussion of the overall study. It will explain
implications of the findings from chapter four and included conclusions that address
the research questions. Recommendations for action and for further research projects
will be specified. Personal and educational experiences learned by the researcher
throughout the process of collecting, analyzing, and interpreting data for this study
will also be shared .
69
CHAPTER V
DISCUSSION AND SUMMARY
This study attempted to identify contributing factors of a dual language school
that led to strong academic achievement for all learners, including English learners, as
perceived by the students, parents, and teachers and how these factors had helped to
bridge the “opportunity gap.” Using the term “opportunity gap” deflected the
attention from the current overwhelming emphasis on schools in discussions of the
achievement gap to more fundamental questions about social and educational
opportunity (DeShano da Silva, Huguley, Kakli, & Rao, 2007). This study
operationally redefined the term “achievement gap” to “opportunity gap” in order to
recognize that the problem does not reside in students’ specific circumstances, but as
a consequence of the current educational system itself. In Closing the Opportunity
Gap (2013), the editor emphasized that, the “opportunity gap” frame shifts our
attention from outcomes to inputs-to the deficiencies society, schools, and
communities that have produced significant differences in educational outcomes.
Carter and Welmer (2013) also add that thinking in terms of “achievement gaps”
emphasizes the symptoms, whereas unequal opportunities highlight the causes.
This study focused on one magnet school that implemented a 50:50 dual
language program model and demonstrated promising results in equalizing this
disparity, the Hollister Dual Language Academy in Hollister, California. This school
managed to narrow the educational opportunity gap by providing students an
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educational environment where they could learn to speak, read, and write in two
languages and have a strong focus on cross-cultural understanding to learn about the
people and world around them. The school had shown strong academic progress in
English based on the state’s accountability system and the API calculations. The state
had also designated the school a California Distinguished School in 2012 for its high
API score and progress in narrowing the educational learning gap for all students.
“The California Distinguished School Award identifies and honors those schools that
have demonstrated educational excellence for all students and progress in narrowing
the achievement gap.” (CDE, 2013)
There has been an increase in dual language programs and schools across
California in the last decade. Researchers have been studying several programs
throughout the country in order to monitor their effectiveness for both English
learners and English speakers. A close look at standardized test scores suggest that
students enrolled in well-implemented dual language programs score as well as or
better than students in regular mainstream programs (Collier & Thomas, 2004).
Studies from dual language programs have shown that two-way programs were
effective in helping English learners achieve at or above grade level in their primary
language and progress toward grade level achievement or above in English by middle
school (Genessee et al., 2006, p.185). “English learners in dual language programs
appeared more likely to close the achievement gap by late elementary or middle
school than their English learner peers in English mainsteram programs” (CDE,
2010). If dual language programs are producing such promising results for our
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students, it is worthwhile to examine how they can be replicated and implemented in
our lower performing schools. It is imperative that we analyze how a program like
this can be instrumental in providing opportunities for all students of diverse
backgrounds and increase academic achievement for all of them.
Interpretation of Findings
The research questions addressed in this qualitative study were:
1.
In what ways does the dual language program help to bridge the opportunity
gap according to students, staff, and parents?
2.
What are the core programmatic features and signature practices of this
school’s 50:50 dual language program that have led to significant increases in student
achievement based on experiences of students, staff, and parents?
3.
What are the perceptions of students/parents/teachers/administrators on how
the dual language program has impacted their own success in bridging the
opportunity gap?
The information provided from student and teacher interviews along with parent
questionnaires were instrumental in answering these questions and providing valuable
insight into how a well-implemented dual language program could be the answer to
bridging the opportunity gap for our students.
According to staff, parents, and teachers, the dual language program helped to
bridge the opportunity gap by providing students with a well-developed program
highlighting core features that have made this school successful. Their personal
perceptions and journeys explaining how the program impacted their success also
72
contributed greatly to the body of research for this study. In chapter four, the themes
that were more prevalent in answering these questions were discussed in detail. The
recurring themes coded in Dedoose® provided a comprehensive analysis of the
research.
Outcomes of Themes
These themes included the Factors to Success which consisted of the
commitment of the staff and the strong parental involvement. Parents as partners was
also closely tied to parental involvement. In this theme, evidence of how parents
played a key role in their child’s education was explained from testimony of parents,
students, and teachers. The educational advantages and bilingual opportunities noted
by participants in the study were also strongly linked to the core research for this
study. Students and parents felt strongly that by learning two languages well, there
would be more job opportunities for them in the future and that their chances of
attending a college of their choice would be greatly increased. They also felt that
communication with peoples of a background different than their own was a crucial
asset they would acquire. Cross-cultural understanding was a very important and
recurring theme for all participants.
Through the interviews of teachers and students and parent questionnaires the
research questions were clearly addressed by all participants. This dual language
school provided students the opportunity to become bilingual, biliterate, and be crossculturally literate. The school had strong parent and community support, the staff
was strongly committed to the success of the school, and the curriculum provided was
73
academically rigorous and rich in two languages. Students and parents felt supported
throughout their educational journey at this dual language school.
Differences Among Groups of Parents
One major difference between the three groups of parents; English dominant,
Spanish dominant, and bilingual, that filled out questionnaires was the underlying
reason for choosing this dual language program for their children. English dominant
parents felt that a dual language program would give their children an edge in their
future because it would provide them the opportunity to learn another language, have
better career and college options, and be more competitive in the future job market.
Spanish dominant parents were mostly grateful that their home language and culture
would be validated and maintained. They were excited that they wouldn’t lose the
language of their parents and grandparents. Bilingual parents wanted to ensure that
their children regained the language and cultural traditions they themselves may have
lost. They also wanted to make sure that their children would be able to communicate
with grandparents who didn’t speak English.
Teachers’ Experiences
Teachers also provided strong input on how they addressed student learning
for maximum output. They discussed the professional development experiences that
have prepared them to teach in this type of learning environment. Although, they did
feel that the expectations have been higher than a regular mainstream English
program, the outcomes have been amazing in terms of student achievement in two
74
languages. All of the teachers in the study had made a choice to be a part of this
school, as had the rest of the teachers who taught at the school.
Other Important Data
One observation worth noting from the data was a singleton code provided by
one of the teachers which pertained to the demographics of the staff. She pointed out
at the end of the interview that all of the personnel on the HDLA staff were bilingual
and overwhelmingly, female. The office manager, the principal, and all of the
teachers were bilingual in English and Spanish. Fourteen of fifteen staff members
were female, and fourteen of fifteen staff members were of Hispanic descent. She had
never worked or heard of a school with such great success that also had 100%
bilingual staff, 93% female, and 93% Hispanic.
Theoretical Framework
The findings from this study relate to a larger overarching theme in education
related to the Opportunity Gap. A very recent publication, Closing the Opportunity
Gap (2013), provides detailed contributions by a variety of top researchers in
education as to why the achievement gap exists as a result of the opportunities that
our educational system has failed to provide our students of poverty, color, and
diverse backgrounds. If the factors that contribute to the opportunity gap are
addressed and steps are taken to provide students with optimal learning environments
and educational opportunities, then we can narrow and, eventually, eliminate the
achievement gap. Schools and districts need to take action based on the needs and
backgrounds of their student population and become part of a larger effort to address
75
unequal opportunities if they are ever to make academic and equal progress for all of
their students. In our current society, our schools must respond to students’ actual
needs, build on their personal strengths, be culturally responsive, and provide the
opportunities necessary to give every student a fair chance at academic success
(Carter & Welner, 2013, p. 5). This is exactly how the Hollister Dual Language
Academy was established.
The district observed the need to offer parents and students a choice and
opportunity in a community that was predominantly Hispanic, where a majority spoke
Spanish. The research and planning for the school eventually provided a strong 50:50
dual language magnet with an equal representation of Spanish primary language and
English primary language groups of students. With the strong and precise staff
development for all of the personnel, the teachers then provided the students an
academically rich and rigorous bilingual learning environment for all student groups.
The students were purposely grouped so they would also learn from each other
through a variety of instructional settings in and out of the classroom.
All of the educational and multicultural opportunities were then carefully
planned by a dedicated group of staff with the support of the district and the strong
parent and community involvement. These opportunities were gradually added as
HDLA grew in grades and in numbers.
The school has now reached a point where there is such demand to get in, that
the school has implemented the lottery system. The district now needs to find
solutions to offer this opportunity to all who are interested.
76
Objectives of the Dual Language Program
The Hollister Dual Language Academy is a magnet school of choice. Parents
had to make the decision to enroll their students in this program, attend an in-depth
orientation, apply for the school, and then be a part of a lottery system. This lottery
system was implemented due to the high demand of this school’s program and the
limited number of classes provided at each grade level. The school established
specific expectations from parents prior to their enrolling their child. One example is
strong parental involvement. Parents had to commit to volunteering at least 30 hours
per school year. The school provided them with a list of the variety of tasks that
parents can participate in including, classroom volunteers, lunch supervision, field
trip chaperones, taking work home, and many more.
Parent Involvement and Support
The data for parental involvement and commitment was astounding. The
comments from students, parents, and teachers that pertained to the role parents
played at the school and the responsibilities that they held provided strong themes for
the analysis of this study. Parents as partners illustrated all of the different ways that
parents helped with their children’s education, whether at school or at home, as
perceived by students, teachers, and parents.
All of the students that were interviewed expressed the strong support that
they felt from their parents regardless of the language that they spoke at home.
Spanish dominant students did not feel any less supported by their parents than
students who were English primary language or bilingual. Spanish primary language
77
students actually expressed their pride that their mother or father could provide
support and volunteer at the school because everyone on staff spoke Spanish.
Students understood that their parents provided an asset to the school by being
Spanish speaking and role models for the program.
Parent involvement and support was another recurring theme in the study with
strong comments from teachers, students, and parents. This was a child code to the
parent code factors to success that participants felt strongly was a contributing factor
to the success of the school. The teachers cited several examples of how parents took
on big responsibilities for the school in the classroom and outside of the classroom.
In the classroom, it was common to have parents leading a small group of
students in an educational activity like, reading circles, math practice, sight word
drills, or science experiments. Parents were also involved in presenting the lessons
for the Harvest of the Month crop in English or Spanish. Two to four parents ensured
that all students received the lesson using graphs, pictures, and books. They then
provided all of the tasting kits for students. Parents and community members also
facilitated the Argentina Sister School Project by bringing in representatives from the
Pinnacles National Park to provide an educational and cultural demonstration using
technology and live video chat.
Parents also expressed their strong commitment to the school and the dual
language program it provided because they felt strongly about the opportunities their
children would have in the future with jobs, travel, communication, and cross-cultural
understanding. Spanish speaking parents were even more ecstatic that their home
78
language and culture was being valued so strongly and that they were encouraged to
take a lead role in the school. All parents, regardless if they were primary English
speaking, primary Spanish speaking, or bilingual, were an asset to this dual language
program. The comments from parents on the questionnaires and in conversations
showed strong evidence in support of this.
The administrative support for this school is prevalent even from the school
board. Two years ago, they adopted a policy that explained that the dual language
school would only higher highly qualified bilingual teachers with a BCLAD
credential who chose to teach at HDLA. They also committed to providing specific
dual language training to the teachers hired for the school. This is still currently in
place.
Recommendations for Action
The main purpose for this study was to identify contributing factors of a dual
language school that led to strong academic achievement for all learners, including
English learners, as perceived by the students, parents, and teachers and how these
factors had helped to bridge the “opportunity gap.” By answering the important
questions for this study, other school districts looking to implement a 50:50 model
dual language program, may be able to replicate a similar program. Using the data
and findings from the study, school districts are able to determine which resources,
demographic structures, and supports are needed for an optimum learning bilingual
environment. It is also important to note that the findings from this study can give
districts important data on how providing the optimal learning environments for all
79
students can help in bridging the opportunity gap and in turn narrow the achievement
gap.
Recommendations for Districts Implementing a Dual Language Program
Districts and schools would have to pay close attention to the training and
language skills of the staff. Teachers need a strong background in language
acquisition and the bridging of two languages. The Association of Two-Way and
Dual Language Education provides an exceptional conference every summer that
specifically focuses on best practices for dual language programs. This is a strong
recommendation for any program in place, newly implemented, or in its planning
stages.
The language distribution of the students in the program is also a critical
consideration for schools. There should be a close to equitable number of students
entering the program who are Spanish primary language and English primary
language. “Students from both languages are together in mixed-language groups for
subject matter instruction and other academic and social activities” (Soltero, p.29).
Students then have the opportunity to be language models and feel empowered by
their contributions. Teachers also pay close attention to the seating arrangements in
the class so that the language distribution is also reflected. One of the main purposes
for integrating students from both language groups equally is to provide optimum
learning opportunities for interaction during instructional time, transition time, and
other engagement opportunities (Soltero, p.29).
80
A final important consideration for schools and districts is how to provide the
multicultural opportunities that offer students the skills to understand, interact, and
work with students from different cultural and linguistic backgrounds. Teachers and
staff have to understand the role that multicultural education plays in this type of
program. It is imperative that students understand that they are not only learning
another language, but about the people and cultures who speak that language. This
takes more than a bilingual teacher, but a bicultural or multicultural educator.
Geneva Gay (2004) stresses that students need to understand how multicultural issues
shape the social, political, economic, and cultural fabric of the United States as well
as how these issues influence their personal lives (p. 30). This is especially important
in a dual language school where the mission of the school is to ensure that students
are bilingual, biliterate, and cross-culturally literate.
Recommendations that Address the Opportunity Gap
The recurring themes provided insight on perceptions of a group of teachers,
parents, and students and what they delineated as strong contributing factors to the
success of the Hollister Dual Language Academy. Some of these contributing factors
included, but are not limited to, the comprehensive dual language program, the strong
parental involvement and support, the commitment of all of the staff, and the strong
belief in the mission of the program which was to create students that are bilingual,
biliterate, and cross-culturally literate. A very important aspect to note from these
themes is that any school, dual language or not, can be successful if they possess
81
these important characteristics and provide the right opportunities for the student
populations that they serve.
The comments from students and parents in this study frequently stated that
the opportunities that they received from this school had given them the tools
necessary to be bilingual or biliterate. The opportunities to learn about other cultures
that surround their school and community were provided to them. They had
opportunities to meet and learn about people from other countries and cultures and
how they impact their world. Students had the opportunities to share their language
and culture and use it to teach their peers, even if it wasn’t in the mainstream
dominant language. In Closing the Opportunity Gap (2013), Rothstein clearly
explained that schools that had well designed and aligned curriculum, strong
collaboration among staff and administration, and made a conscious effort to get the
parents and community involved made greater progress than those school that didn’t
have these (p. 64). “ If our nation has any hope of addressing the larger societal
inequalities through our public education system, the opportunities that we provide
within the school walls will have to be extraordinarily enriched instead of curtailed”
(Carter & Welner, 2013, p. 6). The research and findings provided by this study give
districts a starting point as to what these opportunities are.
Recommendations for Further Study
This study provided useful information for districts looking to implement a
comprehensive 50:50 dual language program and steps in bridging the opportunity
gap and what constitutes the ideal opportunities for academic achievement of
82
students. Further studies in the areas of language enrichment programs and how to
bridge the opportunity are definitely necessary to better help with the future of our
children in a diverse and highly technical world.
A mixed methods design implementing quantitative and qualitative data is a
recommendation for further study. A larger group of students from different
backgrounds could be followed from the beginning to the end of the program
analyzing their academic performance on the CST over the six years. These students
could be a part of focus group interviews to share their personal experiences and what
they attribute their success (or lack of) to. There could be pre and post interviews to
evaluate whether their perceptions change from beginning to end.
A longitudinal quantitative analysis would be another recommendation for
further study in order to determine if the program has been successful on a larger
scale over a longer period of time. CST data along with STS and APRENDA results
could be used to evaluate program effectiveness.
A comparison qualitative or quantitative study with other like schools that
also incorporate a 50:50 dual language model would generate further questions to
study closely. This would provide detailed data from more schools throughout the
state or country on whether this type of model is successful in other regions of our
state or country based on standardized testing scores and the distinct differences in
implementation or program resources.
83
Reflections from the Researcher
As the researcher for this study, I learned many things about the school that I
founded back in 2007. It is amazing to see how far we have come from a small
experimental magnet with 80 students and four teachers to a California Distinguished
School with an API of over 800, more than 300 students, and a vast waiting list of
families eager to be a part of this dual language program.
Throughout the process of initiating the study and reviewing the literature, I
was skeptical to conduct research at a school where I was the principal and would
also be the researcher. I felt that I would have personal biases related to the success
of the program or the qualifications of teachers. I also felt that by carrying out a
qualitative study participants might not be as forthcoming and honest during the
interview phase because they had a personal connection with me.
After conducting the interviews, transcribing the data, and analyzing the
findings, I was very surprised and pleased with the outcomes that this study provided
for our school and for education at large. All of the participants; parents, students,
and teachers, were anxious and excited to be a part of this study. Because all of the
participants had been through the journey that this school had taken in the last six
years, they were eager to share their story and their perceptions. This was evident in
all of the comments that were provided. Students were not shy to share what they
were excited about and what they felt needed improvement. Parents also shared their
successes and concerns with the program in general and were specific about having a
kindergarten through eighth grade program in order to build continuity. Teachers
84
were also specific during interviews about their experiences and struggles in
implementing such a demanding program.
Conclusion
As a researcher, this study has enlightened my understanding that there is a
larger issue in our educational community. It is more than designing a strong 50:50
dual language program that yields high academic results for all of its students. It is
more than building strong partnerships with parents and communities so that they are
key partners in the educational system. It is definitely more than just offering a small
group of students the opportunity to learn another language. The core issue is how to
learn from one small school’s journey in designing and providing the ideal
opportunities for learning and replicating this on a broader scale in schools that
haven’t traditionally demonstrated lack in academic progress. Districts can learn
from opportunities that this school has provided for all of the demographic groups it
serves, the hard work and dedication of all the stakeholders in designing,
implementing, and maintaining a solid program, and the enthusiasm from the
surrounding community in support of innovation in education.
Our students need to be prepared for a world where they can critically think
and solve problems, work with people that come from different cultural backgrounds,
and can speak more than one language. Our schools need to provide the opportunities
for them to be exposed and be able to practice these critical skills in order for them to
be truly successful and productive citizens. “It is important that we give all children a
fair chance at educational success, we must commit to wise, evidence-based, and
85
equity-focused policies and practices” (Carter & Welner, p. 226) Our practices of
looking only to data provided from standardized testing alone to evaluate academic
progress of all students or to evaluate the effectiveness of a school has to be
eliminated. As educators it is imperative that we provide all children with equitable
and meaningful opportunities to reach their full potential, only then can we truly
expect outcomes to be equal (Carter & Welner, p.227). When all students, regardless
of where they live, what language they speak, or how much money their parents
make, are given the optimal educational and cultural environment in our public
education system, then the opportunity gap will have been achieved.
86
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Office of English Language Acquisition, Language Enhancement, and Academic
Achievement for Limited English Proficient Students (2002). Educating
linguistically and culturally diverse students. [pamphlet]
Paradis, J., Genessee, F., & Crago, M. (2004). Dual Language Development &
Disorders: A Handbook on Bilingualism & Second Language Learning.
Baltimore, MD: Brookes Publishing.
Ramírez, J.J., Yuen, S.D., Ramey, D.R., & Pasta, D.J. (1992). Executive summary of
the final report: Longitudinal study of immersion strategy, early exit and lateexit transitional bilingual education programs for language minority children.
Bilingual Research Journal, 16, 1-62.
Reed, B., & Railsback, J. (2003). Strategies and Resources for mainstream Teachers
of English Language Learners. Northwest Regional Educational Laboratory.
Retrieved from
http://www.nwrel.org/request/2003may/textonly.html on June 16, 2009.
Soltero, S.W. (2004). Dual Language: Teaching and Learning in Two Languages.
Boston: Pearson.
Stringer, E. (2007). Action Research in Education: Second Edition. New Jersey:
Prentice Hall.
Teaching Diverse Learners. (2006). The Education Alliance at Brown University.
Retrieved from http://www.alliance.brown.edu/tdl/ on April 13, 2009.
Tokuhama-Espinoza, T. (2003) The Multilingual Mind: Issues Discussed by, for, and
92
about People Living with Many Languages. Westport, CT: Praeger
Wallace, S. (2004). Effective Instructional Strategies for English Language Learners
in Mainstream Classrooms. Olympia, WA: New Horizons for Learning.
93
APPENDICES
APPENDIX A
INTERVIEW QUESTIONS FOR STUDENTS
1.
How old are you and how long have you been enrolled at the Hollister
Dual Language Academy (HDLA)?
2.
What is your primary language? What language do you speak at home?
3.
What has your perception been of the HDLA? How do you feel about
learning in two languages?
4.
Do you think it is important to learn two languages? Why?
5.
What are some of the activities that you have participated in that have
encouraged you to use both languages?
6.
What is your favorite subject? In what language?
7.
What are other characteristics about HDLA that have helped you as a
student?
8.
What are some important things that you have done at HDLA that you feel
have contributed to your learning?
9.
Based on your experience, what recommendations would you make to the
teachers, administration, and other students who are thinking about
enrolling at a dual language school?
10.
Is there anything you would like to add?
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APPENDIX B
SPANISH INTERVIEW QUESTIONS FOR STUDENTS
1. ¿Te gusta asistir a la Academia en Dos Idiomas de Hollister? ¿Cómo te sientes al
aprender en dos idiomas?
2. ¿Crees que es importante el aprender dos idiomas? ¿Porqué?
3. ¿Cuáles son algunas de las actividades en las que participas donde has que tenido usar
los dos idiomas?
4. ¿Cuál es tu materia favorita en la escuela? ¿En cuál idioma?
5. ¿Cuáles son otros aspectos que te gustan de la Academia?
6. ¿Cuáles son algunas cosas importantes que has hecho en la Academia que han
apoyado tu aprendizaje?
7. En tu experiencia, ¿Cuáles recomendaciones le darías a los maestros, administración,
y otros estudiantes que están pensando ser parte de un programa de doble inmersión?
8. ¿Hay algo adicional que quieres contribuir?
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APPENDIX C
INTERVIEW QUESTIONS FOR TEACHERS
1.
How long have you been working at the Hollister Dual Language Academy?
2.
How long have you been in education? What credentials do you hold? Do you
havE a Master’s Degree?
3.
What is your primary language? What language(s) do you speak in addition to
English?
4.
How long have you been involved with the dual language philosophy?
5.
What professional development have you received that has helped you at
HDLA?
6.
What are some of the key components of dual language that have led to
student achievement at HDLA?
7.
What are strategies that you use in your class that have impacted student
learning?
8.
What are other activities provided at the HDLA that have helped students to
enjoy learning in two languages?
9.
Based on your experience at HDLA, what are the perceptions of students and
parents on how dual language has impacted their learning?
10.
Based on your experience, what recommendations would you make to
improve this program?
11.
Based on your experience, what recommendations would you make to anyone
working on implementing a new dual language program?
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12.
Is there anything you would like to add?
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APPENDIX D
PARENT QUESTIONNAIRE
1.
What is the primary language spoken at home? Are there other languages
spoken at home?_______________________________________________
2.
How would you describe your nationality/race?_______________________
3.
Were you born in the United States? ___________________
4.
If not, where were you born, and when did you come to the USA?
5.
How many children do you have?
6.
What is the highest level of education you have completed?
7.
How long has your child/children been enrolled at the HDLA?
8.
What are the academic goals for your child by enrolling them at the HDLA?
9.
In what ways has HDLA impacted the learning for your child(ren)?
10.
Describe how you are involved with your child’s education?
11.
Do you think that bilingualism, biliteracy, and cross cultural understanding are
an important part of a child’s education? Why?
12.
What are the features of the HDLA that you feel have made it a successful
school?
13.
Based on your experience, what recommendations would you make to the
administration and teachers on how to improve or change the dual language
program?
14.
Based on your experience, what recommendations would you provide to
parents thinking about enrolling their child in a dual language program?
15.
Is there anything you would like to add?
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APPENDIX E
SPANISH QUESTIONNAIRE FOR PARENTS
1. ¿Cuál es el idioma que se habla más en casa? Hay otros idiomas que se usan en casa?
2. ¿Cómo describiría su nacionalidad o raza?
3. ¿Nació en los Estados Unidos?___________________________
4. Si no, ¿dónde nació, y cuándo vino a los Estado Unidos
5.
¿Cuántos hijos/hijas tiene?_____________________________________________
6. ¿Cuál es el nivel más alto de educacíón que ha completado? ___________________
7. ¿Cuánto tiempo tiene su hijo (s) o hija(s) en la Academia en Dos Idiomas de
Hollister?
8. ¿Cuáles son las metas académicas para su hijo insribiéndolo en la Academia?¿En qué
formas ha impactado la Academia el aprendizaje de su hijo?
9. ¿En que formas ha impactado la Academia el aprendizaje de su hijo?
10. Por favor, describa como está usted involucrado en la educación de su hijo.
11. ¿Piensa que el ser bilingüe, poder leer en dos idiomas, y tener la apreciación de otras
culturas son partes importantes de la educación de tu hijo? ¿Porqué?
12. ¿Cuáles son las ventajas de la Academia que la han hecho una escuela con éxito?
13. En su experiencia, ¿Cuáles recomendaciones le daría a la administración y maestros
de la Academia para mejorar el programa de doble-inmersión?
14. En su experiencia, ¿Cuáles recomendaciones le daría a padres que están considerando
el programa de doble-inmersión para su hijo?
15. ¿Hay algo adicional que quiere contribuir?
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APPENDIX F
INFORMED CONSENT FOR STUDENTS
Bridging the Opportunity Gap through Dual Language Education
Delia S. Gómez
CSU Stanislaus Doctoral Candidate
Dear Participant:
You are being asked to participate in a research project that is being done to fulfill
requirements for a Doctoral degree in Educational Leadership at CSU Stanislaus. We
hope to learn how dual language education can help in bridging the opportunity gap
for students that have traditionally been low performing. If you decide to volunteer,
you will be asked to participate in an interview to help answer questions about the
dual language program that you have been enrolled in since 2007-08. The interview
will take approximately thirty minutes, and there will be six students total that will be
interviewed.
There are no risks to you for your participation in this study.
It is possible that you will not benefit directly by participating in this study. The
information collected will be protected from all inappropriate disclosure under the
law. All data will be kept in a secure location. A pseudonym will be used to ensure
anonymity.
Your participation is voluntary. Refusal to participate in this study will involve no
penalty or loss of benefits. You may withdraw at any time without penalty or loss of
benefits.
If you agree to participate, please indicate this decision by signing below. If you have
any questions about this research project please contact me, Delia Gómez , at 831634-4930 or my faculty sponsor, Dr. Dennis Sayers at 209-667-6721. If you have any
questions regarding your rights and participation as a research subject, please contact
the Campus Compliance Officer by phone (209)667-3747 or email
IRBAdmin@csustan.edu.
Sincerely,
Delia Gómez
Doctoral Student, CSU Stanislaus
Participant Signature: ___________________________________Date: _________________
101
APPENDIX G
SPANISH INFORMED CONSENT FOR STUDENTS
Consentimiento Informado para estudiantes
Estimado Participante:
Ha sido escogido para participar en un proyecto de estudio para lograr un doctorado
de liderazgo en educación en la Universidad de Stanislaus. Esperamos que nos pueda
ayudar para aprender acerca de como la educación de doble inmersión nos puede
ayudar a cerrar los niveles de oportunidades y alcancamiento para estudiantes que han
estado tradicionalmente bajos académicamente. Si decide participar en nuestro
estudio, se le pedirá tomar parte en unas entrevistas con preguntas acerca del
programa de doble inmersión, en el cuál usted ha participado desde el año escolar
2007-08. Las entrevistas tomarán aproximadamente treinta minutos. Se entrevistarán
un total de ocho estudiantes.
No hay ningún riesgo para usted por su participación en este estudio.
Es posible que usted no tendrá ningún beneficio por su participación en este studio.
La información coleccionada será protegida de toda revelación inapropiada bajo la
ley. Todos los datos e información se guardarán en un lugar seguro. Un seudónimo se
usará para asegurar el anonimato de los participantes.
Su participación es completamenta voluntaria. Si usted decide no participar, no habrá
ningúna consecuencia negative ni pérdida de beneficios. Tiene la opción de retractar
su participación en el estudio en cualquier momento sin consecuencias negativas o
pérdida de beneficios.
Si decide participar, favor de firmar la forma debajo. Si tiene preguntas acerca de
este estudio, puede ponerse en contacto con Delia Gómez , al 831-634-4930 o mi
consejero, Dr. Dennis Sayers al 209-667-6721. Si tiene preguntas acerca de sus
derechos y su participación como sujeto de estudio, puede contactar al Oficial de
cumplimento de la Universidad al (209)667-3747 o por correo electrónico
IRBAdmin@csustan.edu.
Sinceramente,
Delia Gómez
Estudiante doctorado, CSU Stanislaus
Firma de Participante: ________________________________Fecha: _________________
102
APPENDIX H
INFORMED CONSENT FOR TEACHERS
Bridging the Opportunity Gap through Dual Language Education
Delia S. Gómez
CSU Stanislaus Doctoral Candidate
Dear Participant:
You are being asked to participate in a research project that is being done to fulfill
requirements for a Doctoral degree in Educational Leadership at CSU Stanislaus. We hope to
learn how dual language education can help in bridging the opportunity gap for students that
have traditionally been low performing. If you decide to volunteer, you will be asked to
participate in an interview to help answer questions about the dual language program that you
currently work in. The interview will take approximately one hour, and there will be a total
of three teachers interviewed.
There are no risks to you for your participation in this study.
It is possible that you will not benefit directly by participating in this study. The information
collected will be protected from all inappropriate disclosure under the law. All data will be
kept in a secure location. A pseudonym will be used to ensure anonymity.
Your participation is voluntary. Refusal to participate in this study will involve no penalty or
loss of benefits. You may withdraw at any time without penalty or loss of benefits.
If you agree to participate, please indicate this decision by signing below. If you have any
questions about this research project please contact me, Delia Gómez , at 831-634-4930 or
my faculty sponsor, Dr. Dennis Sayers at 209-667-6721. If you have any questions
regarding your rights and participation as a research subject, please contact the Campus
Compliance Officer by phone (209)667-3747 or email IRBAdmin@csustan.edu.
Sincerely,
Delia Gómez
Doctoral Student, CSU Stanislaus
Participant Signature: ___________________________________ Date: _________________
103
APPENDIX I
INFORMED CONSENT FOR PARENTS
Bridging the Opportunity Gap through Dual Language Education
Delia S. Gómez
CSU Stanislaus Doctoral Candidate
Dear Participant:
You are being asked to participate in a research project that is being done to fulfill
requirements for a Doctoral degree in Educational Leadership at CSU Stanislaus. We
hope to learn how dual language education can help in bridging the opportunity gap
for students that have traditionally been low performing. If you decide to volunteer,
you will be asked to participate in a questionnaire to help answer questions about the
dual language program that your child has been a part of since 2007-08. The
questionnaire will take approximately 20 minutes, and 20 parents total will be asked
to fill out the questionnaire.
There are no risks to you for your participation in this study.
It is possible that you will not benefit directly by participating in this study. The
information collected will be protected from all inappropriate disclosure under the
law. All data will be kept in a secure location. Parents will not be asked to identify
their names, as the questionnaire will be anonymous.
Your participation is voluntary. Refusal to participate in this study will involve no
penalty or loss of benefits. You may withdraw at any time without penalty or loss of
benefits.
If you agree to participate, please indicate this decision by signing below. If you have
any questions about this research project please contact me, Delia Gómez , at 831634-4930 or my faculty sponsor, Dr. Dennis Sayers at 209-667-6721. If you have any
questions regarding your rights and participation as a research subject, please contact
the Campus Compliance Officer by phone (209)667-3747 or email
IRBAdmin@csustan.edu.
Sincerely,
Delia Gómez
Doctoral Student, CSU Stanislaus
Participant Signature: _________________________________
104
Date: _____________
APPENDIX J
SPANISH INFORMED CONSENT FOR PARENTS
Consentimiento Informado para padres
Estimado Participante:
Ha sido escogido para participar en un proyecto de estudio para lograr un doctorado
de liderazgo en educación en la Universidad de Stanislaus. Esperamos que nos pueda
ayudar para aprender acerca de como la educación de doble inmersión nos puede
ayudar a cerrar los niveles de oportunidades y alcancamiento para estudiantes que han
estado tradicionalmente bajos académicamente. Si decide participar en nuestro
estudio, se le llenar un cuestionario con preguntas acerca del programa de doble
inmersión, en el cuál usted ha participado desde el año escolar 2007-08. El
cuestionario tomará aproximadamente veinte minutos. Se les pedirá a 20 padres que
llenen este cuestionario.
No hay ningún riesgo para usted por su participación en este estudio.
Es posible que usted no tendrá ningún beneficio por su participación en este studio.
La información coleccionada será protegida de toda revelación inapropiada bajo la
ley. Todos los datos e información se guardarán en un lugar seguro. Se les pedirá a
padres que no indiquen sus nombres en el cuestionario para que esto sea anónimo.
Su participación es completamenta voluntaria. Si usted decide no participar, no habrá
ningúna consecuencia negative ni pérdida de beneficios. Tiene la opción de retractar
su participación en el estudio en cualquier momento sin consecuencias negativas o
pérdida de beneficios.
Si decide participar, favor de firmar la forma debajo. Si tiene preguntas acerca de
este estudio, puede ponerse en contacto con Delia Gómez , al 831-634-4930 o mi
consejero, Dr. Dennis Sayers al 209-667-6721. Si tiene preguntas acerca de sus
derechos y su participación como sujeto de estudio, puede contactar al Oficial de
cumplimento de la Universidad al (209)667-3747 o por correo electrónico
IRBAdmin@csustan.edu.
Sinceramente,
Delia Gómez, Estudiante doctorado, CSU Stanislaus
Firma de Participante: ________________________________Fecha: ________________
105
APPENDIX K
CONSENT LETTER FROM PARTICIPATING DISTRICT
HOLLISTER SCHOOL DISTRICT
March 8, 2011
Institutional Review Board
California State University, Stanislaus
Dear Colleagues In Education,
This letter is to give consent for, Delia Gómez, doctoral student at CSU
Stanislaus, to conduct research for her dissertation. I understand that she will be
conducting research at the Hollister Dual Language Academy, one of the schools in
our district. I also understand that she will follow the appropriate protocol required
for using human subjects in conducting research. She will have the consent forms
signed by parents for any students interviewed for her research. Ms. Gómez will also
provide teachers and parents being interviewed or questioned the consent forms
necessary to inform them of the purpose for the research and how the research will be
used.
If you have any questions, please feel free to contact me at the Hollister
School District at (831) 630-6306.
Regards,
Gary L. McIntire, Ed. D.
Superintendent
Hollister School District
106