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dc.contributor.advisor Ladd, Helen
dc.contributor.advisor Kelley, Judith
dc.contributor.author Harless, Erin
dc.date.accessioned 2012-01-17T19:49:34Z
dc.date.available 2012-01-17T19:49:34Z
dc.date.issued 2011-12
dc.identifier.uri http://hdl.handle.net/10161/5071
dc.description Honors thesis en_US
dc.description.abstract This paper compares two different programs designed to teach Spanish-speaking English Language Learners (ELLs). The first, English as a Second Language (ESL), utilizes English-only instruction to facilitate English acquisition, while the second, Dual Immersion, provides instruction in both Spanish and English in order to promote comprehension of curriculum. Based on conceptual arguments in the literature regarding ELLs, I hypothesize that Dual Immersion programs are at least as effective, and likely more effective, than ESL programs in promoting the academic and social success of ELLs. To examine this hypothesis, I conduct a formal literature review of the existing research on Dual Immersion programs, as well as a case study of an elementary school with both programs in Siler City, North Carolina. Although the methodology contains limitations, the evidence is consistent with my original hypothesis. en_US
dc.language.iso en_US en_US
dc.subject Dual Immersion en_US
dc.subject English Language Learners en_US
dc.subject Spanish en_US
dc.subject English as a Second Language en_US
dc.title Teaching English Language Learners: A Comparison of Dual Immersion and English as a Second Language Programs en_US
dc.department Public Policy Studies en_US

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