دورية أكاديمية
From Bench to Classroom: Collaborating within a Dual-Language Education Model
| العنوان: | From Bench to Classroom: Collaborating within a Dual-Language Education Model |
|---|---|
| اللغة: | English |
| المؤلفون: | Esposito, Alena G., Bauer, Patricia J. |
| المصدر: | Journal of Cognition and Development. 2019 20(2):165-181. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2019 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH) National Science Foundation (NSF) Institute of Education Sciences (ED) |
| Contract Number: | HD067359 T32HD07376 BCS1528091 R305A160240 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| الواصفات: | Models, Bilingual Education, Program Evaluation, English (Second Language), Second Language Learning, Spanish, Cognitive Development, Executive Function, Academic Achievement, Teaching Methods, Partnerships in Education, Comparative Analysis, Institutional Cooperation, Elementary Secondary Education, Language Proficiency, Surveys, Verbal Communication, Longitudinal Studies, Course Content, Language of Instruction, Educational Benefits |
| معرفات التقييم و الدراسة: | Woodcock Munoz Language Survey |
| DOI: | 10.1080/15248372.2018.1483374 |
| تدمد: | 1524-8372 |
| مستخلص: | We describe research results and lessons learned from a laboratory/classroom collaboration with a school system offering both traditional English-only education and a dual-language track (Spanish/English). Through this collaboration, we addressed basic research questions informing malleable factors that impact cognitive development. In a reciprocal manner, ongoing communication with the school system and community has directed the research questions to provide information the school system seeks for program evaluation and to maintain community support. In this report, we share results of the effects of participation in a dual-language model of education in the areas of executive functions, academic performance, and English-language development. Our research revealed no evidence of detrimental effects of participation in the dual-language education program compared with the traditional English-only instructional track in any of these areas. There was some evidence for emerging benefits to executive functions and academic performance for children participating in dual-language education. We also share the implications of the research for the way in which academic content is delivered in the dual-language education model. We conclude with lessons learned from collaborating with the school system that will direct our future research and might aid researchers interested in pursuing similar partnerships. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| رقم الانضمام: | EJ1219015 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1524-8372 |
|---|---|
| DOI: | 10.1080/15248372.2018.1483374 |