A TALE OF TWO CITIES: EXPLORING THE DUAL LANGUAGE PROGRAM IMPLEMENTATION AND BILITERACY TRAJECTORIES AT TWO SCHOOLS Alexandra Babino Dissertation Prepared for the Degree of DOCTOR OF PHILOSOPHY UNIVERSITY OF NORTH TEXAS August 2015 APPROVED: Carol Wickstrom, Major Professor Sadaf Munshi, Committee Member Ricardo González-Carriedo, Committee Member Endia Lindo, Committee Member Jim Laney, Chair of the Department of Teacher Education and Administration Jerry Thomas, Dean of the College of Education Costas Tsatsoulis, Interim Dean of the Toulouse Graduate School Babino, Alexandra. A Tale of Two Cities: Exploring the Dual Language Program Implementation and Biliteracy Trajectories at Two Schools. Doctor of Philosophy (Language and Literacy Studies), August 2015, 229 pp., 38 tables, 21 figures, 245 numbered references. With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a prominent means toward meeting and surpassing rigorous state and national standards. Part of maximizing dual language programs’ impact, and the purpose of this study, was to provide detailed analyses of program models and student biliteracy development. Thus, the research questions sought to explore the level of understanding and implementation of dual language programs in general and the biliteracy component in particular at each campus, before documenting the second through fifth grade English and Spanish reading biliteracy trajectories of students at each school. Both campuses experienced more challenges in the implementation of the program structure, staff quality, and professional development rather than in curriculum and instruction. Furthermore, although both campuses’ students experienced positive trajectories towards biliteracy by the end of fifth grade, each campus was characterized by different rates and correlation between English and Spanish reading growth in each grade. Finally, the researcher conducted a split plot MANOVA to examine how much variance in the biliteracy trajectories was explained by school attendance, gender, initial English oral language and initial Spanish oral language; only school of attendance and initial English oral language levels explained the variance in biliteracy trajectories for students at these campuses. Copyright 2015 By Alexandra Babino ii ACKNOWLEDGEMENTS I am deeply aware that the completion of any major achievement is not a result of single individual but rather an individual and her support network. This dissertation, as a capstone to the Ph.D., is no exception. As such, I’d like to thank my committee, Dr. Wickstrom, Dr. González-Carriedo, Dr. Lindo and Dr. Munshi for their thoughtful insights. I have thoroughly enjoyed learning from you in this process. Working with you has been a faithful reminder that true professional collaboration can create even more nuanced and impactful work. Dr. Wickstrom, you are without a doubt the consummate educator. I so hope to emulate you in the years ahead. To my colleagues and friends, who have donated a shoulder, an ear or a hand, thank you for living the dream and running this race right alongside me. This mission for social justice is so much better in seeking it with you. A special heartfelt thanks goes out to my unofficial mentors in education, Dr. Cynthia Jaird, Debbie Roby, Dr. Lezley Lewis, Julie Polasek and Lindsay Henderson. Working with you is such a pleasure. You inspire me daily that vale la pena in fighting the good fight. Dr. Mandy Stewart, as my research comadre, I thank you for being that “more knowledgeable peer” that has counseled me in scholarly perseverance so I may really love God with all my mind. Lastly, I’d like to thank my family, who have patiently encouraged and prayed for me. Dad and Mom, I am a firm believer in the power of a parent’s prayers. They have been indispensible in my journey. Edward, you not only were my rock in the stormy night, but also my lighthouse, reminding me what life is all about. Güelita, it is my heartfelt desire that I make you proud through my service to our people in bilingual education. Siempre pienso en ti iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF TABLES ............................................................................................................ v LIST OF FIGURES ......................................................................................................... vii SAME PROGRAM, DISTINCTIVE DEVELOPMENT: EXPLORING THE BILITERACY TRAJECTORIES AT TWO DUAL LANGUAGE SCHOOLS ............................................ 1 Introduction ........................................................................................................... 1 Research Questions ............................................................................................. 2 Theoretical Framework ......................................................................................... 3 Methods ................................................................................................................ 6 Instruments ........................................................................................................... 7 Findings .............................................................................................................. 10 Discussion .......................................................................................................... 27 References ......................................................................................................... 30 APPENDIX A EXTENDED LITERATURE REVIEW ...................................................... 36 APPENDIX B METHODOLOGY ................................................................................... 98 APPENDIX C UNABRIDGED RESULTS .................................................................... 113 APPENDIX D DATA COLLECTION INSTRUMENTS ................................................ 180 APPENDIX E GUIDING PRINCIPLES FOR DUAL LANGUAGE (GPfDLE; Howard et al., 2007) ..................................................................................................................... 202 COMPREHENSIVE REFERENCE LIST ..................................................................... 212 iv LIST OF TABLES Page Table 1 Comparing Paradigms ....................................................................................... 4 Table 2 Biliteracy Zone Grade Level Benchmarks ......................................................... 5 Table 3 César Chávez Staff Demographics ................................................................. 12 Table A.1 Language Programs in U.S. .......................................................................... 44 Table A.2 Balance in Contexts Continua ....................................................................... 67 Table A.3 Balance in Content Continua ........................................................................ 68 Table B.1 Alignment of Research Questions and Instruments .................................... 104 Table B.2 Sample of Coded Themes for César Chávez............................................. 108 Table B.3 Sample of Coded Themes for Memorial ..................................................... 109 Table B.4 Data Collection and Analysis Procedures ................................................... 110 Table C.1 Guiding Principles for Dual Language Education ........................................ 115 Table C.2 District Integrated Planning Guide .............................................................. 118 Table C.3 Orientation Sessions ................................................................................... 119 Table C.4 Language Teaching Strategies ................................................................... 119 Table C.5 Biliteracy Strategy Sessions ....................................................................... 120 Table C.6 Daily Schedule for Balanced Biliteracy ....................................................... 121 Table C.7 Staff Demographics .................................................................................... 123 Table C.8 Memorial’s Staff Demographics .................................................................. 126 Table C 9 César Chávez’ Reflection on Curriculum .................................................... 127 Table C.10 César Chávez’s Reflection on Instruction ................................................. 130 Table C.11 Summary of Observations at César Chavez ............................................. 131 Table C.12 César Chávez’s Reflection on Staff Quality and Professional Development .................................................................................................................................... 136 v Table C.13 César Chávez’s Program Structure Reflection ......................................... 144 Table C.14 Memorial’s Reflection on Curriculum ........................................................ 148 Table C.15 Memorial’s Reflection on Instruction ......................................................... 150 Table C.16 Summary of SIOP™ Observations for Memorial ...................................... 151 Table C.17 Reflection on Staff Quality and Professional Development ....................... 156 Table C.18 Memorial Program Structure Reflection .................................................... 162 Table C. 19 English and Spanish Reading