Date of Award

2017

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Education (Graduate)

Abstract

Immersion programs are growing in popularity for their potential to promote second language development along with academic content instruction. While bilingual education can offer many benefits, it also comes with many challenges for effective implementation often resulting in students who lack high proficiency and communicative competence in one of the school languages. This research employed a case-study approach to explore issues of bilingual education in immersion model classrooms at an Indonesian school. Specifically, this study examined the instructional practices of teachers who are delivering academic content in English with a focus on language use, methods, and balancing content and language instruction. This research also explored the perspectives of the teachers to gain insight into their challenges and preparedness to teach in immersion settings. Findings suggest that despite concerted efforts to provide a robust English language environment, immersion teachers struggle with a number of issues related to teacher beliefs, English proficiency, classroom methods, and an understanding of how to integrate language and content. Implications for teachers and the school leadership relative to program design and delivery are shared.

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