Degree

Doctor of Philosophy (PhD)

Department

Lutrill & Pearl Payne School of Education

Document Type

Dissertation

Abstract

ABSTRACT

Dual language education, also known as Two-Way Immersion (TWI), is a teaching method that puts native English speakers and native speakers of another language in the same classroom. This helps both groups become bilingual and biliterate (Christian, 1996; Lindholm-Leary, 2001). The TWI approach highlights several benefits, including bilingualism and biliteracy, academic achievement, cross-cultural competence, cognitive improvements, and equity and accessibility (Lindholm-Leary, 2001). Research on the TWI model in adults is limited, although it has demonstrated effectiveness in supporting Hispanic teacher candidates, unlike studies conducted in primary education. This demonstrates that the TWI methodology benefits students (Van Booven, 2012). This qualitative intrinsic case study aimed to evaluate the impact of the TWI model on in-service and pre-service Hispanic instructors. An intrinsic case study was employed when a researcher had a particular interest in a case, rather than using it to develop a theory or to understand a broader phenomenon. It is context-dependent, constrained, and examined for its inherent worth, as Stake (1995) highlights. This project investigated how a TWI model enhanced understanding and implementation of curriculum as an essential skill for the workforce in early childhood settings through field placement internships. This research is based on the theoretical framework of discovery learning theory and andragogy. Data was gathered from eighteen Hispanic educators representing diverse Hispanic countries. Participants were selected through convenience sampling, which identifies individuals based on their ability, willingness to participate, and accessibility (Creswell & Poth, 2018), and criterion sampling, which selects individuals, groups, or locations that meet predetermined criteria (Omona, 2013). Eight in-service teachers and ten pre-service teachers, engaged in field placement internships and enrolled in the Bilingual Early Childhood Education Pilot Program (BECE) at a Northeastern community college in the United States, were selected. All participants in this study were 18 years of age or older and enrolled in the BECE. Observations were conducted at settings where educators completed their internships, including public schools, early childhood centers, charter schools, home daycares, and autism clinics. Data were gathered using instruments such as the college supervisor evaluation, site supervisor assessment, student self-assessment, read-aloud intervention, TWI, and the field placement internship experience questionnaire.

Date

3-25-2026

Committee Chair

DiCarlo, Cynthia

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

Download

Share

COinS