Investigating Teaching Strategy Differences in Dual One-Way and Two-Way Programs in Bilingual Classrooms: A Case Study

Abstract

The general purpose of this research is to investigate the most effective teaching methods and strategies that support children’s language proficiency in Spanish and English in a central Texas public school district. A secondary purpose is to analyze surveys that measure teachers’ perspectives regarding the strategies used in their personal experience as bilingual educators in dual language programs. There are various strategies and methods that bilingual teachers use to help early elementary students succeed in language proficiency; early literacy skills are the fundamentals on which reading proficiency develops (Gratch, 1992). Every teacher adapts different strategies that work best for the students according to their needs; therefore it might be difficult to recognize the best method. By investigating specifics surveys, and assessment results, I can have quantitative data that can point to which method gives the best results for students to succeed in Spanish and English language proficiency. I will also be able to analyze and report qualitative, descriptive data about each program type within the schools and the most successful methods that are being used according to teachers’ perspective. This research will provide valuable data about the techniques that are being used in today’s school programs and the impact they have to the early elementary students. It will also provide a specific number of the most successful strategies from current teachers perspective that work best for bilingual learners that can be implemented by future teachers.