Diversity Fellow Project, Diana Del Cid
Spanish and English Curriculum Improves the Language Skills of Dual Learners
Language skills are essential for reading comprehension and success in school. Children who do not possess adequate English verbal skills are not ready for English instruction in schools. The purpose of this study was to examine the effect of a Spanish-English curriculum on preschool Dual Language Learners' (DLLs) English language.
Spanish and English Curriculum Improves the Language Skills of Dual Learners (1334 K) Download
Project Narrative
1. Please describe your activities during your Fellowship experience. Describe your final capstone project(s).
I had several positive experiences going through the Fellowship program. I was mainly involved in research, evaluating and coaching during the implementation of a bilingual curriculum that helps English language learners acquire proficient English language skills. As part of the research team, my responsibilities included giving and teaching reading interventions, consultation, and data collection for evaluation purposes.
My final capstone project focuses on the implementation of the bilingual curriculum. It describes the importance of the reading intervention, the length and number of lessons the curriculum content offers, description of the participants, and pre/post tests to measure improvement made by the participants.
2. Who did your project inform, help, influence or impact? (UCEDD, individual, community, state) How?
Our project informed the education community. In particular, this project informs educators on the benefits that Puente de Cuentos has on English Language Learners. With this project, schools can have a successful intervention that will increase English language skills by providing reading intervention in both English and Spanish. We provided preschool teachers with tools and skills for the implementation of the intervention in their classrooms. After a teacher training, we provided support on a weekly basis and evaluated the curriculum and the delivery of the intervention. Sharing the results with school communities, teachers, school administrators and even families will increase awareness of a curriculum that has been evaluated and improved based on teacher input and observations made by the research team.
3. Why did you choose to work on that project(s)?
My project was designed to help improve academic outcomes for students who are English Language Learners. As a graduate student in School Psychology, we assist in identifying why a student may be struggling. I wanted to understand what components of interventions are critical and how evidence-based curriculum is developed.
4. What did you gain from being a Diversity Fellow?
I feel as though I have gained a better sense of my own culture and how it shapes my beliefs and values. I also am more sensitive to the religious, cultural and individual beliefs of others.
5. How will this experience impact your education or career decisions?
This Fellowship allowed me to explore and learn about research. I was exposed to different components of research like data management, intervention implementation, consultation and working directly with students, teachers, and parents. I was also able to perform assessments, and monitor student and teacher progress.
6. What are your future goals? Where do you see yourself 5 years from now?
I plan on working as a school psychologist in low socio-economic public schools. I want to be a resource for parents and teachers in aiding student success. I would like to be an advocate for children and families.
7. What recommendations do you have for other fellows?
My recommendation is to seek out other Fellows and look for collaboration opportunities. Actively seek learning opportunities and challenge yourself. This Fellowship is an excellent opportunity to grow.