Students from dual language immersion (DLI) classrooms are required to learn the language through content. However, some students have not yet developed these abilities by the time they start fourth grade. Thus, to fully comprehend content such as science, students need stronger reading and writing abilities in the second language (L2). To help stakeholders have a better understanding on how to effectively help students throughout this process, this action research studied the effectiveness of integrating literacy with science and mobile assisted language learning (MALL). Findings showed that the integrations of literacy, science and MALL were effective with statistically significant results in science and reading. These findings also yielded pedagogical implications about the importance of considering students' language background and gender, as well as the use of MALL when teaching and planning the curriculum for DLI classrooms.
College and Department
Humanities; Spanish and Portuguese
BYU ScholarsArchive Citation
Casares, Talia A., "Reading Fluency Development and Science in a Fourth Grade Dual Language Immersion Classroom" (2022). Theses and Dissertations. 9402.
Dual Language Immersion (DLI), Science, Literacy, Mobile assisted language learning (MALL), motivation, language background, gender, reading fluency, accuracy, retell, Heritage learners, content-based instruction, TPACK