Language Use in a Spanish-English Dual Immersion Classroom: A Sociolinguistic Perspective.

Abstract

While it is likely that both types of students develop higher levels of Spanish in dual immersion classrooms than in other program types, diglossia may be inevitable. The findings suggest that students may use more Spanish if teachers monitor them more closely during groupwork and if the school encourages them to develop investments in identities as Spanish-speakers; their proficiency may increase as a result of greater focus on form.

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