Dual Language Case Study

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Teachers play a very important role in the children’s progress and success. It is very important for teachers to use strategies to meet students’ needs. Dual Language teachers can implement different strategies to help students understand concepts, skills and strategies. Some of these strategies can be used with all students and others are more specific and need to be used with small group or individuals. According to Chad (2008), instructional grouping plays a very important role in the progress of students. In order for students to fully benefit from their education, teachers need to have whole group, small group and individual lessons using the pertinent strategies. Students should also be able to select some of the activities that will…show more content…
Before teachers are able to identify the strengths and weaknesses of students, they need to assess them formally and informally. Teachers need to be aware of the tools being used to measure progress. After using an instrument to measure students’ progress and development, teachers need to analyze the data obtained to see of it correlates with the performance they observe in class. In a case study performed with preschoolers by Guiberson and Rodriguez (2011), they observed many difficulties that are present when teachers try to assess language and literacy development in bilingual children. They found out that teachers need to use multiple methods of assessments in order to accurately measure student progress. Teachers need to get to know their students and their performance, so when they analyze data they are able to understand it. They need to analyze the different assessments to find and utilize the ones that more accurately measure the students’…show more content…
Language development is very important, and these programs use the students’ native language as a tool to develop their second language. The time spent on each language and the quality of the language input play an important role in students’ language development. Tier one, two and three language strategies can be used to help the students meet their individual and group needs. Irby, Lara-Alecio, Mathes and Tong (2011) found out that students make the most progress in the language they are exposed to the most. When students were exposed to their native language for a greater amount of time (especially in the early years), they developed it and were able to transfer the skills and strategies as they learn their second language. They also found that language tier one, two, and three interventions are very effective when teaching. If these interventions are used appropriately and constantly, students will greatly benefit from them. Many studies agree that using the first language to begin the readiness process will allow students to develop their second language in a faster and more efficient way. According to Castro, Dickinson, Frede and Páez (2011), children have to be exposed to literacy and readiness skills from an early age. They believe that starting in preschool teachers should begin preparing children to learn English using their primary language. This will allow students
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