First Language as a Resource in Additive Bilingual Education

Schmidt, Elaine Gail

First Language as a Resource in Additive Bilingual Education

dc.contributor.advisor	Naqvi (Zaidi), Rahat
dc.contributor.author	Schmidt, Elaine Gail
dc.contributor.committeemember	Burwell, Catherine
dc.contributor.committeemember	Lock, Jennifer
dc.date	2018-06
dc.date.accessioned	2018-01-22T16:54:01Z
dc.date.available	2018-01-22T16:54:01Z
dc.date.issued	2018-01-16
dc.description.abstract	Bi-multilingual language and literacy research over the past three decades demonstrates the positive benefits of integrated language learning pedagogic approaches. In the Alberta Kindergarten to grade 12 bilingual program construct, where second language (L2) learning and biliteracy are the goals, pedagogic practice has not capitalized on these findings. Instead, there continues to be a parallel monolingual orientation to instruction, resulting in the complete separation of languages in learning. As programs have expanded, pedagogy for middle-years and secondary level learners who have attained intermediate level competencies in the second language has become a challenge in that learners frequently interact in their first language (L1) instead of the second language. Practitioners have begun to question existing instructional practice, and research is needed to explore next pedagogic approaches suited to adolescent learners at intermediate and advanced L2 levels. Educational researchers have reported that for pedagogic practice to evolve, practitioner participation in research is critical. To that end, a participatory action (PAR) research study was conducted. Classroom teachers explored English-Spanish dual language (DL) processes with middle-years learners, and specifically observed the role of the first language (English) as a resource for intermediate level second language instruction. DL approaches such as integration of learning and bridging of knowledge were investigated. Data was gathered chiefly from the perspective of the bilingual program teachers informed by classroom experiences with students, as well as through researcher observations and student feedback. Results demonstrated ways in which L1 was a resource for cognitive mediation, L2 development, biliteracy growth, and adolescent bilingual identity formation.	en_US
dc.identifier.citation	Schmidt, E. G. (2018). First Language as a Resource in Additive Bilingual Education (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/5379
dc.identifier.uri	http://hdl.handle.net/1880/106298
dc.language.iso	en	en_US
dc.publisher.faculty	Werklund School of Education	en_US
dc.publisher.institution	University of Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.	en_US
dc.subject	bilingual education	en_US
dc.subject	SLA	en_US
dc.subject	biliteracy	en_US
dc.subject	dual language	en_US
dc.subject	advanced second language	en_US
dc.subject	secondary pedagogy	en_US
dc.subject	identity	en_US
dc.subject	code choice	en_US
dc.subject	participatory action research	en_US
dc.subject.classification	Education	en_US
dc.subject.classification	Education--Bilingual and Multicultural	en_US
dc.subject.classification	Education--Secondary	en_US
dc.title	First Language as a Resource in Additive Bilingual Education	en_US
dc.type	doctoral thesis	en_US
thesis.degree.discipline	Education Graduate Program – Educational Research	en_US
thesis.degree.grantor	University of Calgary	en_US
thesis.degree.name	Doctor of Education (EdD)	en_US
ucalgary.item.requestcopy	true
ucalgary.thesis.checklist	I confirm that I have submitted all of the required forms to Faculty of Graduate Studies.	en_US