Instructional Practices in Dual Language Immersion Classrooms: A Case Study from a Culturally Sustaining Pedagogy Perspective
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Authors
Harris, Sherley Champe
Issue Date
2025-01-29
Type
Dissertation
Language
en_US
Keywords
Education , Multicultural education , Dissertations, Academic--United States , Education, Bilingual , Culturally relevant pedagogy , Culturally Sustaining Pedagogy , Bilingualism , Education, Bilingual , Multicultural education
Alternative Title
Abstract
The number of Dual Language Immersion (DLI) programs in the United States have grown significantly in recent years, but research often overlooked the instructional tools and practices teachers use in DLI classrooms. This is especially true for those aligne d with Culturally Sustaining Pedagogy (CSP). This study explored instructional practices that elementary immersion teachers at a Georgia school used to support students in developing proficiency in both English and the target language while ensuring academ ic achievement and intercultural competence. The study focused on practices that support linguistic and academic development while sustaining the cultural heritage of diverse student populations, which aligns with CSP principles. Data collected through interviews, classroom observations, and document analysis revealed that teachers used strategies such as visual aids, sentence stems, and structured routines to support language development and create inclusive classrooms. Collaborat ive learning activities promoted language acquisition, social -emotional skills, and academic success while incorporating community languages and challenging deficit mindsets. Teachers integrated cultural relevance into instruction to foster engagement and sustain students’ cultural identities. These findings provide valuable insights into effective instructional practices in DLI classrooms, offering implications for theory, practice, and future research.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.