Semester Award Granted

Summer 2025

Submission Date

July 2025

Document Type

Dissertation

Thesis/Dissertation Advisor [Chair]

Michael Hamilton

Abstract

This research is an exploration into: 1) the utilization of programs that teach students English as a second language in the US, particularly Dual Language programs, 2) a history of research surrounding the formation of an individual or group identity, both overall and through an ESOL lens, and 3) how ESOL instruction in the US may be impacted by certain aspects of this identity construction.

After a review of research, this dissertation analyzes a cohort of students from the Palm Beach County School District who were enrolled in either a Dual Language program or in a “traditional” ESOL program from FY2017-FY2022. Students were split into four groups: ELL (English Language Learner) Dual Language, non-ELL Dual Language, ELL traditional enrollment, and non-ELL traditional enrollment. These groups end of year examination scores, overall number of passing students, and learning gains were compared, and a small number of student volunteers from all groups completed a survey based on their time in the Dual Language program.

Overall, ELL students who were enrolled in the Dual Language program both scored higher on year-end ELA exams and exhibited higher numbers of students passing these exams than students who were never enrolled in the program. This indicates that enrollment in a Dual Language program positively impacts ELL student scores on end of year ELA exams. Alternatively, non-ELL students enrolled in a Dual Language program scored lower on state Math assessments, though these average level scores did not lower past a passing level until post-COVID, suggesting that further research is required to isolate areas where the district can strengthen support in math instruction. This research spans the years during and succeeding the FY2020 school year, where student learning was moved online and state exams were cancelled due to COVID-19. This test exempt year appears to have had an impact on year-end results. Student survey volunteers were minimal, consequently providing too few results to determine significance, however upon review, students in both programs respond similarly to self-esteem and school belonging questions. This dissertation concludes with a discussion of the study, limitations, and suggestions for future research.

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