A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28
This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings...
| Autor principal: | |
|---|---|
| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
Universidad de Costa Rica
2018
|
| Materias: | |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 |
| _version_ | 1873803106273198080 |
|---|---|
| author | López Estrada, Patricia |
| author_facet | López Estrada, Patricia |
| author_sort | López Estrada, Patricia |
| callnumber-raw | 410 R |
| callnumber-search | 410 R |
| categoria_origen_str | Artículo |
| collection | Producción Bibliográfica de la Educación Costarricense (SIPUB) |
| description | This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States. |
| first_indexed | 2026-08-17T20:18:16Z |
| format | Artículo |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?>
<oai_dc:dc xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/">
<identifier>INIE-SIPUB-4391</identifier>
<datestamp>2026-08-17T20:01:55Z</datestamp>
<dc:title>A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28</dc:title>
<dc:creator>López Estrada, Patricia</dc:creator>
<dc:subject>Enseñanza Primaria</dc:subject>
<dc:subject>Prácticas de la Enseñanza</dc:subject>
<dc:subject>Educación Bilingüe - Metodología</dc:subject>
<dc:subject>Adquisición de Una Segunda Lengua - Métodos de Enseñanza</dc:subject>
<dc:subject>Español - Estudio y Enseñanza - Metodologia</dc:subject>
<dc:description>This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States.</dc:description>
<dc:date>2018</dc:date>
<dc:type>Artículo</dc:type>
<dc:publisher>Universidad de Costa Rica</dc:publisher>
<dc:identifier>410 R</dc:identifier>
<dc:identifier>https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781</dc:identifier>
<dc:language>spa</dc:language>
</oai_dc:dc>
|
| id | INIE-SIPUB-4391 |
| institution | Universidad de Costa Rica |
| language | spa |
| last_indexed | 2026-08-17T20:18:16Z |
| publishDate | 2018 |
| publisher | Universidad de Costa Rica |
| record_format | sipub |
| spelling | INIE-SIPUB-4391 2026-08-17T20:01:55Z A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 López Estrada, Patricia Enseñanza Primaria Prácticas de la Enseñanza Educación Bilingüe - Metodología Adquisición de Una Segunda Lengua - Métodos de Enseñanza Español - Estudio y Enseñanza - Metodologia This study describes a bilingual teacher during whole group Spanish instruction in a two-way immersion first grade classroom. Inductive analysis, as domain analysis, was used in the study. The data came from four literacy lessons and two teacher interviews during the 2009-2010 school year. Findings indicated that the bilingual teacher promoted opportunities for students to use and develop language. Her teaching practiceswere based on a Contextualization/Problematization/Decentralization framework, which served as an instructional framework and pedagogical combination to student language production. The bilingual teacher provided students with a context for language comprehension, presented students with problems that needed solving, and decentralized her role for students to become autonomous problem-solvers and negotiators. This study adds to the extant literature about effective teaching practices to foster language opportunities for students to build and practice the minority language in two-way immersion classrooms in the United States. 2018 Artículo Universidad de Costa Rica 410 R https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 spa |
| spellingShingle | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 López Estrada, Patricia Enseñanza Primaria Prácticas de la Enseñanza Educación Bilingüe - Metodología Adquisición de Una Segunda Lengua - Métodos de Enseñanza Español - Estudio y Enseñanza - Metodologia |
| title | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 |
| title_full | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 |
| title_fullStr | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 |
| title_full_unstemmed | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 |
| title_short | A description of literacy instruction in a first grade two-way immersion classroom. / Revista de lenguas modernas, N° 28 |
| title_sort | description of literacy instruction in a first grade two way immersion classroom revista de lenguas modernas n° 28 |
| topic | Enseñanza Primaria Prácticas de la Enseñanza Educación Bilingüe - Metodología Adquisición de Una Segunda Lengua - Métodos de Enseñanza Español - Estudio y Enseñanza - Metodologia |
| topic_facet | Enseñanza Primaria Prácticas de la Enseñanza Educación Bilingüe - Metodología Adquisición de Una Segunda Lengua - Métodos de Enseñanza Español - Estudio y Enseñanza - Metodologia |
| url | https://revistas.ucr.ac.cr/index.php/rlm/article/view/34781 |
| work_keys_str_mv | AT lopezestradapatricia adescriptionofliteracyinstructioninafirstgradetwowayimmersionclassroomrevistadelenguasmodernasn28 AT lopezestradapatricia descriptionofliteracyinstructioninafirstgradetwowayimmersionclassroomrevistadelenguasmodernasn28 |