Fostering Bilingualism and Academic Growth Through Project-Based Learning in Dual Language Immersion Programs
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| Udgivet i: | ProQuest Dissertations and Theses (2026) |
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ProQuest Dissertations & Theses
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| Online adgang: | Citation/Abstract Full Text - PDF |
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| Resumen: | Dual Language Immersion (DLI) and Project-Based Learning (PBL) are educational approaches supported by extensive research and theory. These methods aim to support bilingual students. Bilingual students constitute a significant proportion of classrooms both globally and in the United States. DLI enhances academic, cognitive, and social development. It promotes literacy, intercultural competence, and academic achievement by teaching in two languages. Research indicates that DLI students often outperform their peers who are taught through traditional methods. This is especially true when both languages are valued and the cognitive benefits of bilingualism are recognized. PBL is an alternative to conventional instruction. It supports student autonomy, collaboration, and critical thinking. This approach benefits both native English speakers and English Language Learners (ELLs). PBL integrates writing, speaking, listening, and reading into authentic projects. This integration facilitates second language acquisition. Foundational educational theories from Vygotsky, Piaget, and Dewey underpin PBL. These theories align with comprehensive student support systems. Through collaborative knowledge construction, students thrive in inclusive environments. PBL also addresses challenges in mathematics, science, and social studies. It supports vocabulary development and the use of language in real-world problems. PBL narrows achievement gaps and prepares students for global success. It allows educators to deliver targeted and effective support. |
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| ISBN: | 9798265415288 |
| Fuente: | ProQuest Dissertations & Theses Global |