David O. McKay School of Education
First Faculty Advisor
First Faculty Reader
This paper considers the discourse, or communication, that occurs in dual immersion programs in Utah. I take a sociocultural perspective to address the question of whether and how these programs are meeting the unique needs of the students enrolled in them. I consider two tasks frequently viewed in five consecutive days of filming: mirroring/repeated phrases and partner talk. Findings suggest that although they have promise, they often do not meet the intended aims of comprehension and language development. The findings also show that these tasks do little to empower participants. The conclusions and implications suggest that commonly accepted tasks in monolingual classrooms are not appropriate or useful for classrooms where second languages are taught.
BYU ScholarsArchive Citation
Johnson, Lauren, "Poverty and Empowerment Discourse in Utah Dual Immersion Classrooms" (2018). Undergraduate Honors Theses. 35.