Author(s)

Thomas MeyerFollow

Date

12-2017

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Steven A. McDonald

Keywords

Dual Language, English for Speakers of Other Languages, English Language Learner, English Monolingual, Sheltered English Immersion

Disciplines

Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology

Abstract

During the 2005-2006 school year, 20% of students in the United States spoke a language other than English at home. Projected growth of English Language Learners in the United States is that by 2015 that number will rise to 50%. Research shows that vocabulary development is key to helping young English language learners acquire English mastery, but there is presently no commonly adopted English for Speakers of Other Languages teaching strategy. Dual Language and Sheltered English Immersion are two English for speakers of other languages programs used extensively throughout the United States and exclusively by the school district in this study. Research indicates that both programs have English language learners at the same English proficiency level by fifth grade. However, there is a gap in the research for early elementary, first through third grade English language learners. This study used a causal-comparative design of archival data analyzed by a one-way ANOVA to determine the effectiveness of both programs on early elementary English language learners’ reading comprehension as measured by the third grade Florida Comprehensive Achievement Test reading assessment. The participants were from seven elementary or K-8 Florida Public Schools in one district. The study showed that there is a statistically significant difference in the two programs with Sheltered English Immersion being more effective than Dual Language.