2026-09-19T22:29:11Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/86114 2023-07-11 col_2142_5131 col_2142_14848 com_2142_5130 com_2142_9408 com_2142_8903

Escobar, Anna Maria Potowski, Kimberly Jean 2015-09-28T14:54:49Z 2015-09-28T14:54:49Z 10000-01-01 2002 2002 While it is likely that both types of students develop higher levels of Spanish in dual immersion classrooms than in other program types, diglossia may be inevitable. The findings suggest that students may use more Spanish if teachers monitor them more closely during groupwork and if the school encourages them to develop investments in identities as Spanish-speakers; their proficiency may increase as a result of greater focus on form. Made available in DSpace on 2015-09-28T14:54:49Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3044203.pdf: 16458038 bytes, checksum: a00692ddc51621295e9a6e35568b93cc (MD5) Previous issue date: 2002 Embargo set by: Seth Robbins for item 87395 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 319 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2002. http://hdl.handle.net/2142/86114 (MiAaPQ)AAI3044203 eng Education, Elementary Language Use in a Spanish -English Dual Immersion Classroom: A Sociolinguistic Perspective text Spanish Spanish University of Illinois at Urbana-Champaign Dissertation Ph.D.