| Planning |
Search |
Discovery |
Evaluation of Sources |
|
| Tuyet |
I joined this group because I felt like I could personally connect since I grew up as a second-language learner. Since I was not part of dual immersion programs or programs similar to DI, I thought it would be interesting for my group and I to focus on how effective these programs are and how beneficial they are. I wanted to know how well-organized and functional these immersions were and common they were. |
The search for information on Dual Immersion programs turned out to be easier than I predicted, however it was hard to distinguish which source was more relevant than another source. While doing research, I mainly turned to the internet rather than finding texts because it was easier access. I mainly "google searched" topics like "dual immersion programs" or topics about their pros and cons. |
I discovered that there is so much information revolving around dual immersion programs and second language learners. As I read through the findings, I discovered that dual immersion programs not only benefit those students who are second-language learners, but helps those who are native speakers of that targeted language. It was interesting to learn the outcomes of students who participate in these programs, such as a better understanding of the languages, high competencies and test scores. |
I think my group and I did a great job at providing sources, both relevant and less relevant. I was happy to see that the less relevant sources were eliminated based off of the source only targeting a certain location, rather than information. All of the sources provided answers to our initial group's question regarding the effectiveness and the pros/cons of dual immersion programs. I enjoyed how the sources all listed benefactors of the students who participated in these programs, it gave me a deeper insight overall. |
| Stephanie |
I wanted to become a part of the L2 learners group because I grew up as a second-language learner and have always been interested in the topic. I learned about the material in Ling 141, but I wanted to know specifically how I can help future second-language learners who are in my English classes with English native speakers. So, i'm really happy that we ended up focusing on Dual Immersion. We struggled at first with understanding how to work the site, but quickly figured it out and gave each other certain tasks, deadlines, and met outside of class multiple times. Our group's planning was successful. |
Searching information that would be beneficial for our paper trails project was easy. My group had already made the research outline, so I looked up "dual immersion benefits," "dual immersion limitations" and topics that were on the outline. However, I found it difficult to distinguish which websites were relevant and irrelevant because I really enjoyed the websites that I found. |
I discovered how time consuming a research project is and how amazing the dual immersion programs are! I learned that dual immersion programs are extremely helpful to all students and that teachers have a positive experience with it through videos and articles. |
I believe we all found really good articles, both relevant and irrelevant, that further contribute to our knowledge of the subject. The irrelevant sources still provide a lot of knowledge because, for example, they include videos, description of programs and what they focus on. Many of our relevant sources came from educational sites and because our research was rich with information, which helped me better understand what Dual Immersion programs are, how they are taught, and their success rate. |
| Gabi |
I was so happy to know that there was a group for me. I missed the day in class that we picked groups and was worried about where I would be placed. It was exciting for me to find out that not only did a group pick me but that my choice of topic was chosen. I have always been interested in language learning and bilingual education. It took us a while to focus in on a specific LL topic but once we did we began to plan away on our wiki. We assigned tasks to do and deadlines to get them done. It was a rough start as well all figured out how hard the wiki was to put together but took the initiative to meet several times outside of class and figured things out. From there we made eachother accountable for certain tasks and again gave deadlines. Overall it took us time to get everything together but we worked well together and trusted eachother to get our parts done. |
We all seemed to find similar sources and had to dig a bit deeper to find others. It was hard for me to define "relevant" as I found some websites and videos to be useful and helpful but not sure if they would be deemed "relevant" enough. At first I stuck to the CAL and CDE website but then started to search for info that I found useful as a parent interested in this type of education for my children. |
I discovered how much info is out there for bilingual education and DI/TWI programs. It took quiet a bit of time going through it all, reading and watching clips and videos. It was eye opening to discover the plethora of programs offered throughout California. It made me proud to be a part of a state that values bilingualism and biculturalism. I want that for my children. I also discovered how much I have to learn when it comes to technology and technological tools for the classroom. I have always felt internet literate when I in fact have a lot to learn! |
I enjoyed going through all the possible sources for this project. There is so much information out there I never knew existed on dual immersion and two-way programs Initially when I evaluated my sources I went with the credibility of the source provided. Did they have the credentials or background relevant to the information provided? If so then it was a credible source. I then went on to find what may not have been so credible but still somewhat relevan, such as a parents first person perspective and experience as well as parenting groups devoted to support parents with students within these bilingual programs. They may not have the credentials needed but have insight that is helpful when trying to decide if this type of education is right for certain students. |
| Isa |
Since the very beginning I knew that L2 Learners was the topic I wanted to focus on. I was not sure exactly what our final topic would be but after great discussions with my group we agreed that dual immersion was something that we were all interested in. I was a little confused at first on who would do what in our project and research but once we started my group and I all worked as a team and divided the work equally. Overall the planning went really well. |
It was not difficult for me to find great articles that had great information and discussions about dual immersion. I felt that all of the articles that I was reading were important so I struggle a little bit in choosing the right ones. |
One of my main discoveries while performing my search was how time consuming a research project can be. At first I thought that I could finish my parts of the project in no time but I was wrong. I also realized how illiterate I was when it came to doing this type of research and project. |
Overall all of the sources that were provided were very good. I found great information that I did not know about when it comes to dual immersion education. I feel more educated now about this subject. |