LEADER 00000nam  2200337   4500 
001    AAI3505758 
005    20121001103322.5 
008    121001s2012    ||||||||||||||||| ||eng d 
020    9781267303462 
035    (UMI)AAI3505758 
040    UMI|cUMI 
100 1  Valdez, Angela L 
245 14 The Impact on Writing Achievement of Two Bilingual 
       Education Models for English Language Learners 
300    109 p 
500    Source: Dissertation Abstracts International, Volume: 73-
       08, Section: A, page:  
500    Adviser: Jose Otaola 
502    Thesis (Ed.D.)--Walden University, 2012 
520    The number of English language learners (ELLs) within the 
       school system in one Western U.S. state continues to rise;
       writing scores of ELLs lag well behind those of their 
       English speaking peers. The purpose of this ex post facto 
       quantitative causal comparative study was to examine the 
       writing achievement of fourth grade ELLs instructed within
       a transitional bilingual program and English immersion 
       program. The conceptual framework for this study merged 
       Krashen's monitor model, Cummins basic interpersonal 
       communication skills and cognitive academic language 
       proficiency, and Vygotsky's language and thought 
       relationship model. The research question involved 
       understanding differences between the writing achievements
       of students receiving instruction in their native language
       compared to students immediately mainstreamed into an all-
       English classroom. Writing test scores were collected from
       68 students who participated in the two bilingual 
       programs. The mean scores of these groups were compared 
       using an independent t test. The findings indicated that 
       there was no statistically significant difference between 
       the two groups on writing achievement. This study 
       contributes to social change because it is geared at 
       improving ELL writing instruction, shifting the focus from
       language of instruction to effective writing instruction, 
       and addressing the academic and linguistic needs of ELLs. 
       Implications for social change also include on-going 
       professional development for teachers in the area of ELL 
       writing instruction, second language acquisition, and 
       cultural competency. Teachers of  ELLs as well as school 
       districts with an ELL population will benefit from this as
       it will provide a better understanding of how language of 
       instruction affects writing achievement of ELLs 
590    School code: 0543 
650  4 Education, English as a Second Language 
650  4 Education, Elementary 
690    0441 
690    0524 
710 2  Walden University.|bEducation 
773 0  |tDissertation Abstracts International|g73-08A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/