Annotated bibliography

My annotated bibliography was done with some of my previous sources, but I also included some new ones. I felt as if I needed to get some new information regarding my research question. I did however, use some of my previous ones, I really liked some of my older articles so I decided to add them to my bibliography. I didn't use google for any of them, I like using the Leatherby Library, so I'm pretty good at getting around now in there, I like using ERIC. The articles went a little more in depth regarding how the dual immersion program works, who starts the program, as well as the preparation to bring it into a school. There was new information that I learned and now I don't just think about is as a program that is brought to a school, but to everything else that comes with it to make sure the program is successful. I believe that with the few new sources I found all my questions regarding my research question were answered. This program is successful thanks to the teachers and the parents that put in many hours and dedicate their time in order for the program to continue growing. What I believe would be interesting information for other is to show how the students test so well when enrolled in the program. Informing other of the benefits of the program, how the students do well in other areas as well, we have the improvement in cognitive skills that show in test scores and observations that are done in the classrooms. How this program requires the parents to be involved, it's crucial for the parents to be involved in order for their kids to succeed as well. Its good for the parents to be involved so they know where their child stands in their education.

Benefits of the dual immersion program:

• Stewart, J. H. (2005). Foreign language study in elementary schools: Benefits and implications for achievement in reading and math. Early Childhood Education Journal, 33(1), 11-16. doi:10.1007/s10643-005-0015-5l

• The benefits of speaking two languages, are more than just being able to communicate with others, it also helps students with their cognitive abilities. Studies show that children who learn a second language in elementary, have higher test results. This article focused on improving test scores, focusing more on elementary schools. Their goal was to focus more on math, as well as reading, and devote less time on other areas such as social studies and science. Their  study  showed that children have a higher capacity of learning the second language, than those who are closer to adolescence. The classes in the morning may start being taught in spanish, and end being taught in english. Students who are taught a second language, end up learning more, within their first language. It’s great that children are being taught a second language, it makes it easier to communicate with others, and benefits their academic performance.        

• Quintanar-Sarellana, R. (2004). ¡Si se puede! Academic excellence and bilingual competency in a K-8 two-way dual immersion program. Journal Of Latinos & Education, 3(2), 87-102. “Retrieved from http://www.leaonline.com”

• This article is based on a school that supports the two way immersion program, and wants to inform parents of the benefits of the dual immersion program. The school which is talked about in this program, is Monteverde School in northern California. The school consisted of around 500 enrolled students, with many different socioeconomic backgrounds. In this school, forty percent of their students speak spanish, and sixty percent speak english only, with a little or no knowledge of a second language. Monteverde school let’s the parents know that their children have to be enrolled for at least five years in the dual two way immersion program, in order for their child to receive the best knowledge in the program. The teachers at Monteverde schools like to meet and discuss the curriculum, and the students performance. Their goal is to teach a second language, however, they respect every student's background. This article leads me to want to research how it is that teachers communicate with the students as well. I would like to know how it is teachers prepare themselves to teach this program the best they can.
• Lee, J. S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal Of Language, Identity, And Education, 10(5), 306-326. doi:10.1080/15348458.2011.614544
• This article consisted about a research team who followed forty students, from K-2, at a dual immersion charter school in California. The children consisted of students who had just came from Mexico, as well as second and third generation immigrants and students who were non-latino who’s parents were upper middle class families.  There were two cameras set up in the classrooms, to capture how the subjects were taught and how children interacted with one another.  They chose to observe two twin students, who did not speak or write any spanish. They started the program in Kindergarten and the study explained how their day went about. It started in the morning, and if the students didn’t know how to perform a task, the teacher would then send a helper to help him understand what the subject is about. This article shows how the students started the program, and how slowly they started becoming more proficient in spanish. What this article makes me want to investigate further, is how we can help the children whose first language is english, and help them learn spanish.  
• Potowski, K. (2004). Student spanish use and investment in a dual immersion classroom: implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88(1), 75-101. doi:10.1111/j.0026-7902.2004.00219.x
• This article was based on a study for a fifth grade classroom in Chicago Illinois. In 2000 census, it was reported that Chicago was the third largest latino city in the United States, and offered more that 18 dual immersion programs. The dual immersion program was taught 80% spanish and 20% english from preschool to third grade, and from fourth to the sixth grade it went 60% of the curriculum. Lastly, it was 50% of the curriculum in the seventh and eighth grades. Their exams showed that their scores were higher than other native spanish speakers, that were not enrolled in the spanish dual immersion program. This study makes me want to investigate further into how it is the teachers divide their time to teach the curriculum. You have students coming from different classrooms that have been taught a different amount of spanish. Therefore, what can I do in order to be able to introduce more english, yet still be able to help the students maintain the high test scores.
• Wallstrum, K. (2009). Benefits of dual language education. Online Submission, “Retrieved from http://files.eric.ed.gov/fulltext/ED506123.pdf”
• This article is about focusing on the benefits of spanish and english in the dual immersion program. Garcia stated that hispanics were the largest group ethnic group in the United States, and the 80% of the children made up a program called ELL (english language learner). The dual immersion program is recommended for students as soon as they start preschool. Parents that speak both spanish and english wish for their children to enter the program so it can benefit their professional life in the future. The program also wants to educate people who have any questions regarding the benefits, and make this program successful. The study starts explaining how the program begins and how it benefits the students. So, now it makes me want to find out if the recommended time to start the dual immersion program is in preschool, how and what would I need to do, in order to make a smooth transition for the students to begin the program.
• Combs, M. C., Evans, C., Fletcher, T., Parra, E., & Jimenez, A. (2005). Bilingualism for the children: Implementing a dual-language program in an english-only state. Educational Policy, 19(5), 701-728. doi:10.1177/0895904805278063
• The dual immersion program was started by the teachers and a principal at Nopal Elementary School in 1998. The staff at Nopal Elementary wanted  program were the students spanish speaking students were able to learn english, but also maintain their native language. This study was on the teachers and the parents of the students who were willing to be interviewed, and a couple of students as well. The program was something new at the school, and wanted this program to be successful, however, wanted to make sure they were fully prepared for it. The teachers however, were also observed, and asked about their previous experiences if any regarding the program. The goal was to make a smooth transition to the dual immersion program, and make sure that all the ones who were admitted were qualified participants, including the students. With this in mind, it reminds me that it’s not easy to start the dual immersion program, it takes hard work. Making sure the teachers are qualified and that the students that are starting later don’t get behind is important.