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dc.contributor.advisorRossi, Frank
dc.contributor.authorSerrano, Adrializ
dc.date.accessioned2021-09-07T21:43:18Z
dc.date.available2021-09-07T21:43:18Z
dc.date.issued5/13/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5148
dc.description.abstractIn the United States, there are “roughly about 54 million” people who are Hispanic or of Hispanic heritage (Hispanic or Latino Populations, 2015). Of this population, there are a substantial number of children who are enrolled in schools across the country. As these students become enrolled in school, the need to accommodate for their linguistic and academic needs is greater. The purpose of Dual Language bilingual programs is to develop students' native language, while developing their second language through language arts and content instruction in both languages. The students who part take in an effective Dual Language program are privileged to develop two languages and become culturally diverse among their peers. Many of the students exiting Dual Language programs are not receiving sufficient instruction in Spanish. This problem is causing students not to receive enough Spanish instruction to further develop their native language and not helping English dominant students learn Spanish. This capstone project investigates the need for more Spanish instruction in Dual Language programs.
dc.subjectBilingual Education
dc.subjectSla
dc.subjectSpanish Language Arts
dc.subjectSpanish
dc.subjectCommon Core
dc.subjectLanguage Arts
dc.subjectDual Language
dc.titleThe Importance of the Implementation and Learning of Spanish Language Arts
dc.typethesis
refterms.dateFOA2021-09-07T21:43:18Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationState University of New York College at Brockport
dc.languate.isoen_US


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