Two-way immersion programs integrate language minority and language majority students in the same classroom with the goal of academic excellence and bilingual proficiency for both groups. Because most two-way programs are relatively new, there has been little opportunity to compile and synthesize the knowledge that is being gained about language and content learning in these settings. This volume begins the process of documenting that experience by profiling two-way immersion programs in three schools that are implementing different variations of the model. The authors describe each program’s evolution, current operation, and results, drawing conclusions wherever feasible. By examining the programs in some depth and highlighting similarities and differences, the authors hope to contribute to a greater understanding of how two-way immersion education works.
SHIPPING NOTICE: This item will be shipped directly from the publisher, Delta Publishing Company. 1997. (127 pp).
Donna Christian, Christopher L. Montone, Kathryn J. Lindholm, & Isolda Carranza
Delta Publishing Company