Factors that differentiate high-achieving and low-achieving language minority students enrolled in

213 Pages·2017·0.94 MB·English

The University of San Francisco
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Doctoral Dissertations Theses, Dissertations, Capstones and Projects
2011
Factors that differentiate high-achieving and low-
achieving language minority students enrolled in a
middle-school Spanish two-way immersion
program
Mary Howland
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Recommended Citation
Howland, Mary, "Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle-school
Spanish two-way immersion program" (2011).Doctoral Dissertations. 283.
https://repository.usfca.edu/diss/283
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The University of San Francisco
FACTORS THAT DIFFERENTIATE HIGH-ACHIEVING AND LOW-ACHIEVING
LANGUAGE MINORITY STUDENTS ENROLLED IN A MIDDLE-SCHOOL
SPANISH TWO-WAY IMMERSION PROGRAM
A Dissertation Presented
to
The Faculty of the School of Education
Learning and Instruction Department
In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education
by
Mary Howland
San Francisco
May 2011
UNIVERSITY OF SAN FRANCISCO
Dissertation Abstract
Factors That Differentiate High-Achieving and
Low-Achieving Language Minority Students
Enrolled in a Middle-School Spanish
Two-Way Immersion Program
A growing number of students in the United States come from homes where a
language other than English is the primary language, presenting challenges to educators
who struggle to meet these students’ educational needs. This study, using an exploratory
mixed methods design, examined how seventh grade language minority high-achieving
students in a Spanish two-way immersion program differ from language minority low-
achieving students on several factors, including academic engagement, English and
Spanish oral language proficiency at school entry, current English and Spanish language
proficiency, Spanish language arts achievement, general ability, and background factors
such as SES, gender, and age. Three dimensions of academic engagement were
examined: behavioral, cognitive, and relational. School records that gave information on
grades in English language arts, school behavior referrals, and attendance as well as
teacher questionnaires about class participation and classroom observations were used to
determine the behavioral engagement of the students. Students completed a
questionnaire on their perceived use of self-regulation strategies to determine cognitive
engagement. In addition, teachers were asked to rate students’ use of self-regulatory
strategies. Relational engagement was investigated with individual interviews and focus
ii
group discussions around questions relating to perceived teacher, parent, and peer support
for academic achievement. The results indicate that the high-achieving students had
higher levels of academic engagement, were more likely to be orally proficient in at least
one language at school entry, had a higher SES level, and were more likely to be female.
The results of this study indicate classroom instructional strategies such as working in
groups and structured review of information are essential to increasing students’
academic engagement and achievement. Mentoring programs that foster students’
perceptions that teachers care about them as individuals would also help raise the
academic engagement of the low-achieving students. Results also indicate that
instructional programs in kindergarten and first grade in a two-way immersion program
should include a strong oral language component that will ensure all students have the
language skills needed to be successful in school.
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This dissertation, written under the direction of the candidate’s dissertation committee
and approved by the members of the committee, has been presented to and accepted by
the Faculty of the School of Education in partial fulfillment of the requirements for the
degree of Doctor od Education. The content and research methodologies presented in
this work represent the work of the candidate alone.
Mary Howland_________________________ 5/12/11______
Candidate Date
Dissertation Committee
Dr. Yvonne Bui_________________________ 5/12/11_____
Chairperson
Dr. Kevin Oh______________________ 5/12/11______
Dr. Stephen Cary________________________ 5/12/11______
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ACKNOWLEDGEMENTS
This dissertation could not have been written without the help and support of a
great many people. First of all, I would like to thank my dissertation committee,
especially Dr. Yvonne Bui, my committee chair. When my original research proposal
could not be completed, Dr. Bui guided me through the process of finding a new topic.
Each time I brought her a new draft of a section, her suggestions for revisions and
refinements led me expand my thinking about my topic and delve deeper into the
research. Without her guidance this dissertation could not have been completed. Dr.
Kevin Oh and Dr. Stephen Cary were also extremely helpful, sharing their experience
and insights in a way that helped bring greater focus and clarity to my study.
I would also like to thank my friends, fellow doctoral students, and faculty in the
Learning and Instruction Department at the University of San Francisco for their
encouragement and support. Roz Simpson, Debrayh Gayle, and Wendy Hacke especially
listened to my ideas, offered encouragement, and helped me keep everything in
perspective. I also want to thank Wendy for helping to transcribe the teacher interviews.
I appreciate the support of Dr. Lanna Andrews who kept me motivated and encouraged
my growth as a scholar and educator in higher education.
This study could not have been completed without the cooperation of the teachers,
students, and families of River Glen School. Teachers and students who participated in
the study were generous with their time and commentary. I want to thank Linda
Luporini-Hakmi for sharing her wisdom and experience in two-way immersion
education.
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Most importantly I want to thank my partner, Dr. Katherine Goehle, who said she
did not think she would ever have to live through another dissertation. Katherine was my
pillar of strength, feeding me dinners, listening to me as I talked through my ideas and
frustrations, and editing my first drafts. She helped me keep everything in perspective by
reminding me what is really important, dragging me out of my dissertation “cave” to
spend time enjoying friends and family.
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TABLE OF CONTENTS
Page
List of Tables viii
List of Figures ix
Chapter I - Statement of the Problem 1
Theoretical Framework 7
Background and Need 19
Purpose of Study 30
Research Questions 33
Significance of Study 34
Definition of Terms 36
Chapter II – Literature Review 39
L1 Oral Language Proficiency and L1 Literacy 40
L2 Oral Language Proficiency and L2 Literacy 51
Academic Engagement 60
Chapter Summary 84
Chapter III – Methods 87
Structure of the Study 88
Sample 92
Protection of Human Subjects 95
Measurement Instruments 96
Procedures 107
Data Analysis 109
Chapter Summary 112
Chapter IV – Results 114
Academic Engagement 115
Background, Ability, and Language Factors 128
Chapter Summary 134
Chapter V – Summary, Limitations, Discussion, and Implications 136
Summary of Study 136
Summary of Findings 142
Limitations 147
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Table of Contents (Continued)
Page
Discussion of Findings 149
Conclusions 156
Implications for Research 158
Implications for Practice 161
Chapter Summary 164
References 166
Appendix A: Study Instruments 182
Student Questionnaire 183
Teacher Questionnaire 184
Focus Group and Individual Interview Questions 185
Teacher Interview Questions 186
Classroom Observation Form 187
Student Information Sheet 188
Teacher Information Sheet 189
Appendix B: Consent Forms 190
Parent Informed Consent Form 191
Parent Informed Consent Form (Spanish Translation) 193
Teacher Informed Consent Form 196
Research Subjects’ Bill of Rights 198
Research Subjects’ Bill of Rights (Spanish Translation) 200
List of Tables
Table 1: Means and Standard Deviations for Behavioral Referrals,
Grade Point Average, School Attendance, and Teacher Perceptions
of Students’ Class Participation 116
Table 2: Welch Test Results and Degrees of Freedom for Behavioral
Referrals, Grade Point Average, School Attendance, and Teacher
Perceptions of Students’ Class Participation 117
Table 3 - Means and Standard Deviations for Student- and
Teacher-reported Use of Self-regulatory Strategies 119
Table 4: Totals and Percentages for Gender, Parent Education, and
SES Level for Seventh Grade High- and Low-Achieving Language
Minority Students 129
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Table of Contents (Continued)
Page
Table 5: Means and Standard Deviations in the Scores on a Spanish
Language Arts Standards Test for High- and Low-achieving Seventh
Grade Language Minority Students 130
Table 6: Welch Test Results and Degrees of Freedom for the Scores
on the Spanish Language Arts Standards Test 130
Table 7: Means and Standard Deviations of Scaled Scores of the
NNAT2 for High- and Low-achieving Seventh Grade Language
Minority Students 131
Table 8: Means and Standard Deviations of the CELDT and the LAS Given in
Kindergarten (K) for High- and Low-achieving Seventh Grade Language
Minority Students 133
Table 9: Totals and Percentages for English Learner, Initially Proficient
in English, Spanish Learner, and Initially Proficient in Spanish Categories at
School Entry for High- and Low-achieving Seventh Grade Language
Minority Students 133
List of Figures
Figure 1. Interaction Model of Education with L1 and L2 9
Figure 2. A compensatory model of second language reading 14
Figure 3. Conceptual model of academic engagement 18
Figure 4. Visual model of variables being investigated as contributing to the
academic achievement of high- and low achieving seventh-grade language
minority students in English language arts. 91
Figure 5. Box plots of NNAT2 scaled scores comparing high- and low-achieving
language minority seventh grade students. 132
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