2026-09-20T20:47:39Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/46702 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Stake, Robert E. Bresler, Liora Stake, Robert E. Bruce, Bertram C. Johnston-Parsons, Marilyn A. Gilman, Deborah 2014-01-16T17:59:38Z 2014-01-16T17:59:38Z 2013-12 2014-01-16T17:59:38Z 2013-12 Responding to rapid changes in the demographics of their rural community and to the inadequacy of the State-required Transitional Bilingual Education arrangements, a small group of teachers initiated a two-way, dual-language (D-L) immersion program for the elementary grades of their school. When first established, an experienced director was hired to see to the needs of the program and a quasi-partnership with two area professors. They created professional development specific to the needs of the teachers. For a little over fifteen years, immigrants from several countries, with cultures and languages different from longtime residents of the community, came to work in the small town’s factory. After approximately ten years of the official dual-language program, this qualitative study was carried out. It looked at how the program had been originally designed and at how it currently functioned; in particular, at how the teachers in the D-L program classrooms and, to a smaller extent, the “general education” classrooms, responded to the school-wide adopted textbook, curriculum and materials, to the State Core Curriculum and to the State mandated testing. Early supportive implementation and a Foreign Language Assistance Program (FLAP) grant funding ran out. At the close of the decade, many of the 20-some program teachers continued multicultural, child-centered, interactive teaching, but with ever-growing warnings and requirements by the State and with little local leadership, the D-L program became difficult to recognize. The report portrays a decade-long enervation of the teacher-initiated, college and grant supported dual-language program as the community grew even more culturally and linguistically diverse and as administrators, teachers and staff members were replaced. Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2013-08-27T13:48:17Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Gilman_Deborah.docx: 573653 bytes, checksum: 8b88091ab168ea329549aab2127936b7 (MD5) Gilman_Deborah.pdf: 1422362 bytes, checksum: 852cc5101625c0a2e12eb44f07b02f1e (MD5) Made available in DSpace on 2014-01-16T17:59:38Z (GMT). No. of bitstreams: 3 Deborah_Gilman.pdf: 1422362 bytes, checksum: 852cc5101625c0a2e12eb44f07b02f1e (MD5) Gilman_Deborah.docx: 573653 bytes, checksum: 8b88091ab168ea329549aab2127936b7 (MD5) license.txt: 4063 bytes, checksum: f4610692a4bfed74e593a5b20ea4c588 (MD5) http://hdl.handle.net/2142/46702 en Copyright 2013 Deborah Gilman dual-language program biliteracy multiliteracy teacher-initiated school program new U.S.diaspora sites bilingual education English as a Second Language (ESL) The waning of an innovative dual-language program in a culturally and linguistically diverse rural community text Curriculum and Instruction 1613 Elementary Education 0095 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Elementary Education -UIUC 10KS0095PHD