Date of Award

Spring 2018

Document Type

Dissertation Restricted

Degree Name

Doctor of Education (EdD)


Education Policy, Planning, and Administration

Committee Chairperson

Heather R. Schugar, Ph.D.

Committee Member

Maria Cabrera-Puche, Ph.D.

Committee Member

Michael D. Snopkowski, Ed.D.


This study examined the experiences of fifth-grade Latino, Spanish-speaking students with academic Spanish language instruction in an after-school setting. Specifically, using these students’ Spanish home language use as the primary method through which they maintain Spanish, I addressed the following questions: (1) In what ways do students engage with the academic Spanish content taught within the after-school setting? (2) What types of language shifts are made after formal instruction? (3) Does an after-school program increase students’ abilities to use academic Spanish language structures correctly? and, (4) Is there evidence in terms of growth for these students in their correct application of academic Spanish language structures after formal instruction? The results of this investigation indicated that these elementary-age students enthusiastically engaged in academic Spanish language instruction and appropriately applied Spanish orthographic language structures, particularly with the tilde as a diacritical accent mark.