¡Hola! Hello!
Ashley Martin
ED 702.22 Spring 2011
Final Presentation

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Statement of Problem - 3
Review of Literature - 4
Statement of Hypothesis - 5
Participants/Instruments - 6
Experimental Design/Threats to Validity - 7
Procedure - 8
Results - 9-13
Discussion/Implications - 14
References - 15



Native Language Maintenance or English Immersion
 Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next.
(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert,
1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).
 Research confirms English-only immersion models as most effective.
– (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al.,
2010; Rossell & Baker, 1996; Winsler et al., 2006)
States with recent policy changes: California, Arizona, Georgia, and Massachusetts.

Use of bilingual small-group literacy instruction in English
Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (Fountas & Pinnell)
:
Bilingual small-group literacy instruction in English
Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B.

 Participants -
14 students from P.S. X in Brooklyn, all with L1
Spanish and L2 English in a Dual Language Program
 Pre and Post Tests
– Fountas & Pinnell Benchmark Assessment System (K-2)
 Level G Nonfiction -
“Bubbles” By Christina Rodriguez
 Student Surveys
– Self-Attitudes, Behaviors, Likes and Dislikes
Honduras
 Parent Surveys
– Demographics, Attitudes, Duration
El Salvador
Dominican Rep.
Guatemala Mexico

 Research Design: Quasi-Experimental Design
– Nonequivalent Control Group Design
– Symbolic Design: O X
1
O
O X
2
O
Threats to Internal Validity Threats to External Validity
 History
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Maturation
Testing/ Pre-Test Sensitization
Instrumentation
Mortality
Differential Selection of Subjects o Ecological : Generalizable Conditions o Pre-test Treatment o Experimenter Effects o Specificity of Variables o Reactive Arrangements/ Participants Effects o Compensatory Rivalry o Placebo Effect – Parent Surveys

 Pretest administration
 Small group literacy instruction
 Bi-weekly/tri-weekly depending on existing dual language rotation calendar.
 Group 1 Treatment
 Bilingual instruction using the following strategies:
 Preview - View - Review
 Cognate Analysis/Translation to clarify
 Word Study Activities

% Change Group 1 Group 2
Reading 5.2% 3.6%
Comp
Vocab
22.9%
11.6%
12.2%
-1.8%
Average
Minimum
Maximum
86.5%
40.0%
97.9%
91.7%
56.5%
100.0%
Averages
Minimum
Maximum
90.9%
81.3%
96.5%
94.5%
87.5%
100.0%

Group 1 Spanish/English Comparison
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
10
10
10
6
9
7
9
5
8
7
7
9
8
9
Spanish Levels Influencing English Levels
4
3
2
1
6
5
10
9
8
7
0
0 5 10
Spanish Reading Level ( F & P)
15
Series1
Linear (Series1)
Eng. Average Sp. Average
7.57142857
8.71428571
G/H H/I
A = 1
B = 2
C = 3
D= 4
E= 5
F = 6
G = 7
H = 8
I = 9
J = 10
K = 11

Group 2 Spanish/English Comparison
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
10
9
10
9
9
9
9
7
8
7
7
9
8
8
Spanish Level Affecting English Level
10
9
8
7
6
5
4
3
2
1
0
8.5
9 9.5
10 10.5
Spanish Reading Level (F & P)
Series1
Linear (Series1)
A = 1
B = 2
C = 3
D= 4
E= 5
F = 6
G = 7
H = 8
I = 9
J = 10
K = 11
Eng. Average Sp. Average
7.71428571
9.28571429
G/H I/J

6. I like to learn at school using my Spanish.
Me gusta aprender en escuela usando mi español
1

2
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4 It is important for my child to continue to speak Spanish while learning English.
Es importante para mi hijo/a a continuar hablando espa
ñ ol mientras esta aprendiendo ingles.
Strongly Disagree Disagree Agree Strongly Agree
1 2 3 4
•While no correlation could be found for either group,
92.8% of all responses were favorable (3 or 4)

σ = 14.4 σ = 3.8
English Reading Levels Posttest/Group 1
Grade Level
Equiva lent
Students % at
Level
Kinderga rten Level D
Level E
Firs t Gra de Level F
(Ea rly Yea r) Level G of Yea r)
Level I
Second Gra dde Level J
On Grade
Level
0
2
0
1
2
2
0
9
0%
14%
0%
29%
29%
29%
0%
57%
Posttest/Group 2
Students % at
Level
0
3
0
0
3
1
0
9 57%
0%
0%
0%
43%
43%
14%
0

• L1 maintenance more successful than English immersion programs.
Bilingual treatment L2 only
% Change Group 1 Group 2
Reading
Comp
Vocab
5.2%
22.9%
11.6%
3.6%
12.2%
-1.8%
(Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997;
Potowski, 2004; Quesada, 2007; Vaughn et al., 2006).
•
Parent support of native language maintenance
•
Polarized nature of debate and research suggests need for more research, especially in light of recent policy changes.

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Leung, C. B., Silverman, R., Nandakumar, R., Qian, X., & Hines, S. (2010). A comparison of difficulty levels of vocabulary in first grade basal readers for preschool dual language learners and monolingual English learners [Electronic Version]. American Education Research Journal. doi:
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