Adherence to language of instruction in Spanish-English dual language early elementary classrooms

Figures & data

Table 1. Target language adherence for teacher talk across fall and spring observations.

	English Instruction (50/50 Model)				Spanish Instruction (50/50 Model)				Spanish Instruction (90/10 Model)
	Fall		Spring		Fall		Spring		Fall		Spring
Type of Talk	n	%	n	%	N	%	n	%	n	%	n	%
Lead Teacher	14	98.8%	14	100.0%	14	97.6%	14	97.6%	10	90.8%	10	100.0%
Assistant Teacher	14	85.7%	12	91.7%	14	80.9%	9	84.6%	10	74.1%	9	84.3%
Instructional	14	99.4%	14	97.6%	14	92.2%	14	91.0%	10	91.8%	10	100.0%
Behavior Management	14	98.5%	14	95.0%	14	94.5%	14	96.9%	10	78.3%	10	92.8%

Note: Percentage refers to the percent of observation cycles where teacher talk was in the language of instruction most or all of the time.

Table 2. Teacher redirections of students not speaking the target language across fall and spring observations.

	English Instruction (50/50 Model)				Spanish Instruction (50/50 Model)				Spanish Instruction (90/10 Model)
	Fall		Spring		Fall		Spring		Fall		Spring
Instructional Setting	n	%	n	%	N	%	n	%	n	%	n	%
Whole group instruction	6	49.2%	2	0.0%	14	17.1%	14	26.2%	10	2.6%	9	27.3%
Small group instruction/ independent work	9	0.0%	2	0.0%	14	7.1%	11	0.8%	10	0.0%	10	5.8%

Note: Percentage refers to the percent of observation cycles where teachers redirected students most or all of the time.