| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434041 |
| 005 | | 20200226135710 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781392216095 |
| 035 | |
▼a (MiAaPQ)AAI13880985 |
| 035 | |
▼a (MiAaPQ)ucla:17672 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 372 |
| 100 | 1 |
▼a Ryan, Eve Wendy Sophie. |
| 245 | 10 |
▼a Examining the Influence of Out-of-School Input on the Lexical Development of Early-Elementary Students in a French-English Dual Immersion Program. |
| 260 | |
▼a [S.l.]:
▼b University of California, Los Angeles.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 236 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 80-12, Section: A. |
| 500 | |
▼a Publisher info.: Dissertation/Thesis. |
| 500 | |
▼a Advisor: Bailey, Alison L. |
| 502 | 1 |
▼a Thesis (Ph.D.)--University of California, Los Angeles, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a The United States has witnessed a rise in dual language immersion (DLI) programs in recent years, with instruction delivered both in English, the majority language spoken in the wider society, and in another language, often referred to as the partner or minority language. But while accountability mandates have focused on students' performance in core subjects (language arts, math and science), scant attention has been paid to the development of both languages of instruction. The present dissertation seeks to fill this gap by focusing on the French and English lexical trajectories of early elementary school children attending a DLI program (N = 39), with special attention paid to the impact of linguistic support in French, or lack thereof, outside of school itself. Based on parental responses on surveys, information was gathered on the amount and nature of the French language experience received outside of school. Next, using a multilevel model for change, the lexical trajectories of K-1 students in the DLI program is analyzed over one calendar year. Finally, relationships between French and English lexical outcomes are examined. Results suggest that participants' experiences with the French language remain limited outside of school, even for students coming from French-speaking households. In terms of French lexical trajectories, students from French-speaking households (N = 15) score higher at baseline compared to their peers from non-French-speaking households (N = 24), but they do not display growth over the calendar year |
| 590 | |
▼a School code: 0031. |
| 650 | 4 |
▼a Bilingual education. |
| 650 | 4 |
▼a Educational evaluation. |
| 650 | 4 |
▼a Elementary education. |
| 690 | |
▼a 0282 |
| 690 | |
▼a 0443 |
| 690 | |
▼a 0524 |
| 710 | 20 |
▼a University of California, Los Angeles.
▼b Education. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 80-12A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0031 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15491168
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |