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Instructional Practices, Proficiency Assessment and Language Development in Dual-Language Immersion Classrooms: A Longitudinal Study

Researchers:

  • Brody Bluemel (PI, Delaware State) 
  • Kevin McManus (Co-PI, Penn State)
  • Jim Lantolf (Consultant, Penn State) 
Funding Agency: U.S. Department of Education

Funding Award Amount: $246,600

Project Duration: 2017-2020

Project Description:

The present study examines instructional practices, assessment, and proficiency development in dual-language programs. We address two primary research questions including, 1) What does standard practice of instruction and learning look like in the dual language classroom, and how does this differ based on demographic/region, and 2) How is student proficiency in the target language, and content learned through the target language, evidenced and evaluated? These two primary questions guide the project in researching and documenting proficiency, effectiveness of the specific dual-language immersion (DLI) model used in Delaware, and the relationship between DLI instruction and learner achievement in the target language and other academic content areas.

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