Abstract
AbstractThis paper draws from a broader research project and reports on literacy program supports and instructional strategies in two‐way immersion (TWI) classrooms (Grades 3‐5) where the partner language is Spanish. The study examined TWI classrooms in which students from multiple demographics were performing at or above the state average on reading exams and highlights commonalities across classrooms. Semi‐structured interviews, class observations, and documents such as lesson plans were used as primary sources and collected from nine teacher participants. Common literacy practices emerged during data analysis and coding. Using grounded theory for qualitative analysis, two programmatic structures emerged: (1) Spanish and English literacy intervention and (2) coordination of literacy standards across languages. In addition, a focus on fluency and utilization of on‐grade level texts were identified as instructional strategies in classrooms. After describing how these structures and instructional strategies were utilized, this paper discusses implications for further research and practical application for literacy instruction in intermediate, and elementary TWI programs.
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