Lesson Planning in Different Instructional Contexts: Dual Language, Transitional Bilingual, and Structured English Immersion

Persistent Link:
http://hdl.handle.net/10150/579260
Title:
Lesson Planning in Different Instructional Contexts: Dual Language, Transitional Bilingual, and Structured English Immersion
Author:
Courtright, Hilaria Teresa
Issue Date:
2015
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Bilingual education is one of the most divided, highly researched and discussed topics in the United States today. While individuals may have their own opinions as to what bilingual education program they believe works best for English language learners, something that many forget to consider is the fact that any program can be a success or a complete failure, depending on the effort of its implementation. The topic of my thesis is to provide teachers with considerations for lesson planning in three types of bilingual programs or classrooms: dual language, transitional bilingual, and Structured English Immersion (SEI) programs. What I chose to focus on is not what program works "best" based on extensive research and theory, but on what teachers can do in each of the three language program settings to make it work best for their students, which is the ultimate goal.
Type:
text; Electronic Thesis
Degree Name:
B.A.E.
Degree Level:
bachelors
Degree Program:
Honors College; Education
Degree Grantor:
University of Arizona
Advisor:
Griego-Jones, Toni

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleLesson Planning in Different Instructional Contexts: Dual Language, Transitional Bilingual, and Structured English Immersionen_US
dc.creatorCourtright, Hilaria Teresaen
dc.contributor.authorCourtright, Hilaria Teresaen
dc.date.issued2015en
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractBilingual education is one of the most divided, highly researched and discussed topics in the United States today. While individuals may have their own opinions as to what bilingual education program they believe works best for English language learners, something that many forget to consider is the fact that any program can be a success or a complete failure, depending on the effort of its implementation. The topic of my thesis is to provide teachers with considerations for lesson planning in three types of bilingual programs or classrooms: dual language, transitional bilingual, and Structured English Immersion (SEI) programs. What I chose to focus on is not what program works "best" based on extensive research and theory, but on what teachers can do in each of the three language program settings to make it work best for their students, which is the ultimate goal.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.A.E.en
thesis.degree.levelbachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplineEducationen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorGriego-Jones, Tonien
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