Case Study Sample Content Preview:
sTopic / Question(s)
Literature Review
Concepts / Variables
Theory / Model
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
-How two bilingual practitioners managed to support the learning of 3-4-year-old children, together with their parents and teachers.
-Bilingual learning in the classroom has been difficult, which has made it impossible for the schools to tap on the knowledge of the multilingual.
-There is a need to open up the “untapped potential” by encouraging bilingualism.
-Razia, a highly experienced bilingual teaching assistant (BTA) observes that children in English schools have the right to maintain their home languages, as they also learn the English language well.
-The assumption that allowing home languages to flourish at school will hurt learning English is wrong (Gregory, 2008).
-Additive approaches to multilingualism are beneficial to learners. The continual use of home languages in school facilitates the learning process for children while in school (Cummins, 2000; Kenner & Ruby, 2012).
- Collier (1997) indicates that the use of mother tongue in schools increases the speed of learning the school language.
-Gregory and others (2013) observe that as multilingual children syncretize their linguistic resources, they gain an advantage compared to monolingual children.
-There has been little emphasis on bilingualism in the classrooms. A majority of bilingual teaching in England occurs in settings organized by communities like faith-based contexts (Lytra & Martin, 2010).
-The major barrier to bilingual learning in schools has been the over-arching goal of education and the view that bilingualism acts as a barrier towards learning in the early years of schools (Bourne, 2001).
Dependent variables:
-Scores
-comprehension
Independent Variable:
-Child to teacher engagement
Referenced theory:
Vygotsky’s sociodramatic play theory.
Hypotheses
Methodology
Main results
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610-623.
SOURCE (in APA format):
Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bil...