Funding Agency: U.S. Department of Education
Funding Award Amount: $246,600
Project Duration: 2017-2020
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.