Lenguas modernas; literatura; creación; didáctica

Revista de Lenguas Modernas ISSN Impreso: 1659-1933 ISSN electrónico: 2215-5643

OAI: https://revistas.ucr.ac.cr/index.php/rlm/oai
A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom

Palabras clave

two-way immersion programs
bilingual education
second language teaching
second language learning

Cómo citar

López Estrada, P. (2018). A Description of Literacy Instruction in a First Grade Two-way Immersion Classroom. Revista De Lenguas Modernas, (28). https://doi.org/10.15517/rlm.v0i28.34781


This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States.




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