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03603aam a2200361Ia 4500 001 D2DAB8A0026711E89DEE1C1997128E48 003 SILO 005 20180126010225 006 m f d 007 cr unu|||||||| 008 111021s2010 xx rbm 000 0 eng d 035 $a (OCoLC)758001194 040 $a NUI $c NUI $d UtOrBLW $d SILO 100 1 $a Boone, Sonia Kay. 245 10 $a Successful African American students in two-way immersion programs : $b parent and student perceptions / $c by Sonia Kay Boone. 264 1 $a [Place of publication not identified] : $b [publisher not identified], $c 2010. 300 $a ix, 133 pages ; $c 28 cm 500 $a Typescript. 502 $b Doctor of Philosophy $c Texas A&M University $d 2007 504 $a Includes bibliographical references (pages 122-133). 520 3 $a The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way immersion programs. In order to examine the perceptions, the following areas were explored: 1.) The evolution of the academic achievement gap that exists between African American and Anglo children and the reasons theorists gave as to why the gap exists, as well as the importance of this connection to two-way immersion program participation 2.) The evolution of the modern two-way immersion language program via its development through bilingual education, and 3.) The development of Canadian twoway immersion language programs, and how political, economic, and cultural factors have impacted their successful implementation. 520 3 $a The research method consisted of purposeful sampling of six African-American children in fourth and fifth grade who are participants in an elementary two-way immersion language program and their primary caregivers. The interviews were audio taped with notes taken for clarity. The data revealed that the primary caregivers perceived the participation of their children in a two-way language immersion program to be an educational move which would enhance the lives of their children economically, educationally and socially. The primary caregivers maintained involvement in the education of their children through facilitating homework completion in Spanish, communicating with teachers on a regular basis, participating in PTO, and facilitating structured and unstructured extra curricular activities with family and friends. The children perceived positive teacher interaction to play an important role in their academic success. 520 3 $a They had positive experiences speaking Spanish with friends, family, and persons that they did not know. The primary caregivers perceived that the school and the district did not provide enough additional support to facilitate Spanish language acquisition for their children. This would indicate that more support from the school and the district is needed for future groups of African-American children in two-way immersion language programs. 533 $a Photocopy. 650 0 $a Immersion method (Language teaching) $0 http://id.loc.gov/authorities/subjects/sh89005512 650 0 $a English language $x African American students. $x African American students. 650 0 $a English language $x Spanish speakers. $x Spanish speakers. 650 0 $a Spanish language $x African American students. $x African American students. 653 $a Two-Way Immersion 653 $a African American Students 941 $a 1 952 $l OVUX522 $d 20180126053827.0 956 $a http://locator.silo.lib.ia.us/search.cgi?index_0=id&term_0=D2DAB8A0026711E89DEE1C1997128E48Initiate Another SILO Locator Search