Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program ...

Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program ...

31 Pages · 2012 · 415 KB · English

In the United States, two-way immersion (TWI) is an educational approach that integrates native English speakers and native speakers of another language (usually Spanish) for content and literacy instruction in both languages. In recent years, the number of TWI programs has grown rapidly. This repo

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DOCUMENT RESUME ED 473 082 FL 027 580 AUTHOR Howard, Elizabeth R; Christian, Donna TITLE TwoWay Immersion 101: Designing and Implementing a TwoWay Immersion Education Program at the Elementary Level Educational Practice Report INSTITUTION Center for Research on Education, Diversity and Excellence, Santa Cruz, CA SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC REPORT NO CREDEEPR9 PUB DATE 20020000 NOTE 30p CONTRACT R306A6000196 AVAILABLE FROM University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064 ($5) Tel: 8314593500; Fax: 8314593502; e mail: [email protected] PUB TYPE Guides NonClassroom (055) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage DESCRIPTORS *Bilingual Students; Elementary Education; *English (Second Language); *Immersion Programs; Limited English Speaking; *Program Development; *Program Implementation; Second Language Learning; Spanish IDENTIFIERS *Two Way Bilingual Education ABSTRACT In the United States, twoway immersion (TWI) is an educational approach that integrates native English speakers and native speakers of another language (usually Spanish) for content and literacy instruction in both languages In recent years, the number of TWI programs has grown rapidly This report examines key issues to consider when planning elementary level TWI programs, noting the fundamental characteristics that must be in place for the development of successful programs Suggestions are based on over 15 years of research on TWI education conducted by the Center for Applied Linguistics Much of the research involves visiting and working with new and experienced programs and learning firsthand about features necessary for a strong program TWI education is a dynamic form of education that holds promise for developing high levels of academic achievement, bilingualism and biliteracy, and crosscultural awareness among participating students Because it requires instruction in two languages to integrated groups of students, it is complicated and challenging to implement effectively The report looks at the following: essential elements of TWI programs (eg, definition and goals, criteria for success, and instructional strategies); variable program features (eg, setting, model, and language distribution); and advice from existing programs (eg, planning, staffing, and parent involvement) (Contains 31 references) (SM) Reproductions supplied by EDRS are the best that can be made from the original document UCATIONAL P141:111fE, REPORT TWOWAY IMMERSION 101: DESIGNING AND IMPLEMENTING A TWOWAY IMMERSION EDUCATION PROGRAM AT THE ELEMENTARY LEVEL PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) i US DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy ELIZABETH R HOWARD DONNA CHRISTIANCENTER FOR APPLIED LINGUISTICS 2LBEST COPYAVAILABLE] Center for Research on Education, Diversity & Excellence TWOWAY IMMERSION 101: DESIGNING AND IMPLEMENTING A TWOWAY IMMERSION EDUCATION PROGRAM AT THE ELEMENTARY LEVEL ELIZABETH R HOWARD DONNA CHRISTIAN CENTER FOR APPLIED LINGUISTICS CENTER FOR RESEARCH ON EDUCATION DIVERSITY & EXCELLENCE 2002 COLLABORATING INSTITUTIONS ARC AssociatesBrown University California State University, Long Beach California State University, San Jose Center for Applied Linguistics (CAL) Center for Research on Evaluation, Standards, and Student Testing (CRESST) Claremont Graduate School George Mason University Johns Hopkins University Linguistic Minority Research Institute National Center for Early Development and Learning (NCEDL) RAND TERC University of Arizona University of California, Davis University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Colorado, Boulder University of Hawaii University of Houston University of Louisville University of Memphis University of Southern California Western Washington University EDUCATIONAL PRACTICE REPORT NO 9 Editing: Vickie Lewelling Production, cover & interior design: SAGARTdesign The work reported herein and the editing and production of this report were supported under the Educa tional Research and Development Centers Program, Cooperative Agreement Number R306A6000196, as administered by the Office of Educational Research and Improvement, US Department of Education However, the contents do not necessarily represent the positions or policies of the National Institute on the Education of AtRisk Students, the Office of Educational Research and Improvement, or the US Depart ment of Education, and you should not assume endorsement by the Federal Government len* Center fo, Research 0 Educaion, OiwYsty & Exeffence ©2002 by the Center for Research on Education, Diversity &

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