Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program

Authors

Michael Whitacre, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

2015

Abstract

The central focus of this study was to determine the overall perceptions of school administrators, and the district bilingual coordinator on transferring theory to classroom practice, implementation, as viewed by those involved in the implementation process of the Gómez and Gómez Model of Dual Language Education. Responses were solicited from administrative personnel involved in the implementation of the Gómez and Gómez Model of Dual Language. Results revealed overall administrative attitudes were positive to the theoretical ideology and mixed as related to the actual implementation of the dual language program. The greatest areas of concern were; what to do when students enter the program who are either not Spanish dominant or who have not been in a dual language program. The second area of concern was with how to effectively evaluate teachers as they are observed for implementation of the dual langue program. Lastly, most administrators felt there was a lack of faculty proficient in Spanish.

Recommended Citation

Whitacre, Michael. “Attitudinal Perspectives: A Factor to Implementation of a Dual Language Program.” International Journal of Instruction, vol. 8, no. 1, International Journal of Instruction, Jan. 2015, pp. 35–46.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

First Page

35

Last Page

46

Publication Title

International Journal of Instruction