This Toolkit represents the collective efforts of a large group of people who share a special interest in two-way immersion education and who contributed their time, energy, and creativity to the project.
For their contributions to the six lesson plans, we would like to thank
| Katrin Beinroth, International Charter School, Pawtucket, RI |
| Hiroko Darnall, Thomas Dooley School, Schaumburg, IL |
| Kim Leimer, International Charter School, Pawtucket, RI |
| Michael Ilan Loeb, PS 89—Cypress Hills Community School, Brooklyn, NY |
| Berky Lugo-Salcedo, PS 89—Cypress Hills Community School, Brooklyn, NY |
| Ana Inés Rubinstein, PS 89—Cypress Hills Community School, Brooklyn, NY |
| Cristina Sandza-Donovan, Barbieri School, Framingham, MA |
For their contributions to the development of the two Q&A documents, we would like to thank
| Igone Arteagoitia, Center for Applied Linguistics, Washington, DC |
| Margarita Calderón, Center for Social Organization of Schools, Johns Hopkins University, Baltimore, MD |
| Mary Cazabon, Cambridge Public Schools, Cambridge, MA |
| Nancy Cloud, Rhode Island College, Providence, RI |
| Ester de Jong, University of Florida, Gainesville, FL |
| Kathy Escamilla, University of Colorado, Boulder, CO |
| Erminda García, Morris K. Udall Escuela de Bellas Artes, Phoenix, AZ |
| Else Hamayan, Illinois Resource Center, Des Plaines, IL |
| Linda Hardman, Nestor Language Academy, San Diego, CA |
| Kathryn Lindholm-Leary, San José State University, San José, CA |
| Patricia Martínez, Key School, Arlington, VA |
| Danette Meyer, School District 54, Schaumburg IL |
| Marjorie Myers, Key School, Arlington, VA |
| Ngoc-Diep Thi Nguyen, School District 54, Schaumburg IL |
| Deborah Short, Center for Applied Linguistics, Washington, DC |
| Cheryl Urow, Illinois Resource Center, Des Plaines, IL |
| Marcia Vargas, 2-Way CABE, Covina, CA |
Finally, we would like to express our gratitude to Donald A. Ranard, a consulting editor to the Center for Applied Linguistics, for his assistance in editing the materials in the Toolkit. We would also like to thank the six internal and external reviewers for their feedback on an earlier version of this document.