Introduction

When I decided to venture into my third professional career, this time as a bilingual literature teacher (Spanish, my first language) in an elementary school specifically in the early Kindergarten stage, I didn't know where to start, I found myself stuck as an educator. I felt many things that my teaching methodology was effective, or at least adequate, but I knew that I was not taking advantage of the many tools that now exist to develop a more complete environment and enrich the learning experiences of the students. When I started teaching in 2013, teaching for college adults was another level and my technological tools consisted of a projector and a CD player. When I started the DLL program at Lamar University, my eyes were opened to the possibilities that technology tools can offer to teaching and learning, provided they are implemented well with proper planning. My interest in technology-enhanced education quickly turned to blended learning in rotation stations and within the Two Way Dual Language program and then further developing it in a classroom setting for my students. (Visit my INNOVATION PLAN for more details on how I'm establishing this environment in my classroom.) The development of language skills (listening, speaking, reading, and writing) occurs at different rates for different students. Through my research, I realized that a classroom blended learning environment could give my students the opportunity to spend their learning time on the skills they find most challenging, while still having the benefits that come from face-to-face instruction.

 

Below you will find my action research plan. If you want an abbreviated version, I invite you to review my Publication-outline

 

Topic

This action research plan will begin by looking at the effect of blended learning on the development of bilingual Kindergarten students' oral and written skills. There will also be a long-term component that will analyze the effect of blended learning on the results of the different assessments that students must complete during their development this school year. It is important to indicate and highlight that because they are initial-stage students, their gradebooks are different and they complete continuous evaluations in their school development.

 

Purpose

In an increasingly globalized society, communication skills are essential. This study will determine if the blended learning model is more effective in helping students develop oral and written expression skills than the traditional teaching model, thereby helping them become global citizens.

 

Research Question

The fundamental research question of this study is twofold:

 

• What effect does the in-class blended learning model I have developed for Two Way Dual Language Early Kindergarten students have on students' speaking and writing skills?

• How do students perceive the face-to-face learning process?

 

Research Design and Methodology.

This action research study will use an explanatory mixed methods design. I will compare the scores on written and oral performance assessments of students in this year's pilot program with those of students from the previous year who experienced a more traditional teaching and learning approach. This will require using the same rubrics for the pilot group that I used the previous year with the control group to maintain consistency with the data. I will also be looking for information on how students' perceptions of blended learning correlate with their actual performance.

 

Data to Collect

There will be both a short term and a long term element to this action research study. The bulk of this study will be an analysis of comparative data between the control group who experienced a more traditional approach to language teaching and the experimental (or pilot) group, whose learning experiences took place in the blended learning environment in class that is being designed for them. In order to compare the development of oral and written expression skills between the control group and the pilot group, the following data will be collected:

 

Performance assessment scores in oral and written expression of students who experienced a blended learning environment in class.

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Performance assessment scores in speaking and writing for students from the previous year who did not experience a blended learning environment.

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It will take several years to complete the long-term part of this action research study. Other fellow Bilingual literature-writing teachers and I will be looking at the effect of the classroom blended learning environment throughout the English-Spanish program at our elementary school. Data to be collected for this longitudinal study include:

 

Written and oral expression performance data from the early, mid, and final developmental continuum assessments for students who experienced traditional learning experiences throughout their Two- and Dual-Language courses in elementary school.

 

Written and oral expression performance data from the Advanced Level Two Way Dual Language Language and Culture exam for students who experienced a blended learning environment in class during their primary school courses.

 

Finally, student perceptions are important, especially when teaching an elective course where enrollment depends on a student's interest and enthusiasm for the language, culture, and learning environment. Consequently, I will collect data on student opinions:

 

• Information about students' perceptions of blended learning in order to develop mid- and end-of-kindergarten writing and speaking skills about students' perceptions of their general experiences of blended learning at the end of the course Language and Culture Advanced level.

• Information on students' perceptions of their overall blended learning experiences at the end of the Language and Culture school year within the Two Way Dual Language programme.

 

Measurement Tools

There will be two essential measurement tools for collecting the data in this action research study:

 

Analysis of variance (ANOVA) to compare performance assessment scores in oral and written expression of students who experienced blended learning and students who experienced traditional teaching and learning methodologies.

Likert-type scale to assess students' perception of face-to-face learning.

 

Literature Review

There is a significant amount of literature available on the subject of blended learning both within the United States and abroad. The vast majority of research points to the overall effectiveness and advantages of the blended learning environment compared to traditional teaching and learning experiences, provided the former is well planned and implemented. These benefits are evident in all content areas. While there are some challenges to adopting this teaching and learning strategy, most of the data shows that the effort is well worth the time and resources. Read my Literature-review to find out more about why I think my action research will show that blended learning is a better option for teaching language skills that are more intruded into social and work processes in the world today.