Graduation Term
2014
Degree Name
Master of Science (MS)
Department
Department of Psychology: School Psychology
Committee Chair
Adena B. Meyers
Abstract
This thesis reports the findings of a qualitative study that examined how Latino emergent bilingual students anticipate and experience the transition from a bilingual elementary school program to middle school. Sixth, seventh, and eighth grade students who were native Spanish-speakers participated in focus group discussions. Overall, participants described positive transition experiences, and much of the content was not unique to these students (e.g., feeling nervous, looking forward to more activities). Other content, though, revealed transition experiences that may be unique to this population (e.g., dramatic shift in ethnic and linguistic backgrounds of peers). Participants' responses suggested that they experience a cultural dilemma during the middle school transition. As their English fluency increased due to English-only instruction, they experienced an upsetting loss of their Spanish language. Implications for research and future practice in this area are discussed.
Access Type
Thesis-Open Access
Recommended Citation
Pecho, Kerry, "Latino Emergent Bilingual Students' Experiences with the Middle School Transition" (2014). Theses and Dissertations. 233.
https://ir.library.illinoisstate.edu/etd/233
DOI
http://doi.org/10.30707/ETD2014.Pecho.K
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Elementary and Middle and Secondary Education Administration Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Psychology Commons