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ERIC Documents
Two-way immersion (TWI) programs (also known as dual language programs) are becoming an increasingly attractive option for schools and districts that are looking for ways to strengthen and develop the language resources of all of their students. The TWI model provides integrated instruction for native English speakers and native speakers of another language, with the goal of promoting high academic achievement, first and second language development, and cross-cultural understanding for all students. In TWI programs, language learning takes place primarily through content instruction. Academic subjects are taught to all students through both English and the non-English language, which is usually Spanish. As students and teachers work together to perform academic tasks, the students' language abilities are developed along with their knowledge of content-area subject matter. Most programs start at first or second grade. While there is a great deal of variety with regard to program features of TWI programs, there are also some important core similarities. First, the student populations are balanced, with approximately 50% native English speakers and 50% native speakers of the non-English language. Second, academic instruction takes place through both languages, with the non-English language being used at least 50% of the time. In this way, all students have the opportunity to be both first language models and second language learners. Furthermore, TWI creates an additive bilingual environment for all students since the first language is maintained while the second language is acquired.
Publications, Web sites, conferences, listservs, and other sources of information on two-way (dual) immersion are listed below, followed by a search of the ERIC database to guide further research.
Digests are brief overviews of topics in education. ERIC/CLL has prepared many timely digests on topics related to language teaching and learning. The following ERIC/CLL titles are related to two-way immersion and early second language learning.
Foreign Language Immersion Programs
Guidelines for Starting an Elementary School Foreign Language Program
In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences
Integrating Language and Content: Lessons from Immersion
Two-Way Bilingual Education Programs in Practice: A National and Local Perspective
Two-Way Immersion Programs: Features and Statistics (March 2001), by Elizabeth R. Howard and Julie Sugarman, Center for Applied Linguistics.
Christian, D., Montone, C., Lindholm, K., & Carranza, I. (1997.) Profiles
in Two-Way Immersion Education. McHenry, IL and Washington, DC: Delta
Systems and Center for Applied Linguistics.
This book profiles two-way immersion
programs in three schools that have been implementing different models. The
authors describe each program's evolution, current operation, and results.
Resource Guide Online: The Effectiveness of Bilingual Education provides links to publications, conferences, Web sites, and other information about bilingual education.
Resource Guide Online: The Benefits of Early Language Learning provides links to publications, conferences, Web sites, and other information about early language learning.
Why, How, and When Should My Child Learn a Second Language is a publication for parents and others interested in the benefits of early foreign language learning. It answers a number of critical questions about early foreign language learning:
Cazabon, M., Nicoladis, E., & Lambert, W.E. (1998.) Becoming Bilingual in the Amigos Two-Way Immersion Program (Research Report No. 3). This report from The Center for Research on Education, Diversity, & Excellence (CREDE) examines students' attitudes—both through their school achievement in Spanish and English and through their responses to questionnaires—toward becoming bilingual in the Amigos two-way immersion program. Print copies are available from CREDE for $5.00.
Amrein, A., and PeËa, R.A. (2000.) Asymmetry in Dual Language Practice: Assessing Imbalance in a Program Promoting Equality. Education Policy Analysis, 8(8).
Christian, D. (1994.) Two-Way Bilingual Education: Students Learning through Two Languages. (Educational Practice Report No. 12). Washington, DC and Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.
Christian, D., Howard, E.R., & Loeb, M.I. (2000.) "Bilingualism for All: Two-Way Immersion Education in the United States" appeared in Children and Languages in School, Autumn 2000 issue of Theory into Practice. Columbus: Ohio State University.
Directory of Two-Way Bilingual Programs in the US. Washington, DC and Santa Cruz, CA: The Center for Research on Education, Diversity, & Excellence. This online searchable directory provides information about K–12 programs across the country. It is updated annually.
Cloud, N., Genesee, F., & Hamayan, E. (2000.) Dual Language Instruction: A Handbook for Enriched Education. Boston: Heinle & Heinle.
Day, E.M., & Shapson, S.M. (1996.) Studies in Immersion Education. Clevedon, Avon, England: Multilingual Matters.
Freeman, R. (1998.) Bilingual Education and Social Change. Clevedon, Avon, England: Multilingual Matters.
Genesee, F., Paradis, J., & Crago, M. (2004.) Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning Baltimore: Brookes Publishing Company.
Genesee, F. (1999.) Program Alternatives for Linguistically Diverse Students. (Educational Practice Report No. 1). Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Johnson, R.K, & Swain, M. (Eds.) (1997.) Immersion Education: International Perspectives. Cambridge, UK: Cambridge University Press.
Lindholm, K. (forthcoming.) Dual Language Education. Clevedon, Avon, England: Multilingual Matters.
Montone, C., & Loeb, M. (2000.) Implementing Two-Way Immersion Programs in Middle and High Schools. Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Montague, N. (1997.) Critical components for dual language programs. Bilingual Research Journal, 21(4).
Nicoladis, N., Taylor, D.M., Lambert, W.E., & Cazabon, M. (1998.) What Two-Way Bilingual Programmes Reveal about the Controversy Surrounding Race and Intelligence. International Journal of Bilingual Education and Bilingualism, 1 (2). Clevedon, Avon, England: Multilingual Matters.
Rolstad, K. (1997.) Effects of Two-Way Immersion on the Ethnic Identification of Third Language Students: An Exploratory Study. Bilingual Research Journal, 21(1).
Romero, A.A. (1999.) Two-way Bilingual Programs: The Demand for a Multilingual Workforce. IDRA Newsletter, May 1999.
Skutnabb-Kangas, T. (Ed.) (1995.) Multilingualism for All. Netherlands: Swets & Zeitlinger B.V.
Sugarman, J. & Howard, E. (2001) Development and Maintenance of Two-Way Immersion Programs: Advice from Practitioners. Washington, DC and Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
De Par en Par is a free magazine with authentic materials and activities for bilingual and immersion students offered by the Education Office of the Spanish Consulate at the University of Southern California.
NCBE Newsline is a bi-weekly electronic newsletter distributed by the National Clearinghouse for Bilingual Education (NCBE). It is a valuable source for information on funding sources, current events, and issues related to the education of linguistically and culturally diverse students in the United States.
Profile of Effective Two-Way Immersion Teaching: 6th Grade is a 1996 videotape by Jon Silver, available from CREDE for $50. This video features bilingual teacher M. Dorrego explaining her pedagogical style and beliefs. Classroom scenes illustrate how she uses instructional strategies to help sixth graders in a two-way bilingual immersion class reach higher levels of linguistic and academic sophistication.
Also available from CREDE is Learning Together: Two-Way Bilingual Immersion Programs (Jon Silver, 1996). This video offers parents, educators, and administrators a clear and concise overview of the rationale for two-way bilingual immersion (common features of two-way programs) as well as a discussion of criteria for successful implementation. Classroom scenes from two schools illustrate the program model.
BILING is a forum for discussion of research about bilingualism and
bilingual education. To subscribe, send the message
SUB BILING FIRSTNAME
to
listserv@asu.edu. Leave the subject field
blank.
Bilingual Families Discussion List is a listserv for families who are raising their children bilingually. To subscribe, send a message to biling-fam-subscribe@nethelp.no. Leave the subject and message fields blank.
LIM-A hosts discussions about language immersion programs. Teachers,
administrators, and parents are welcome to join. To subscribe, send the message
SUBSCRIBE LIM-A YOURFIRSTNAME YOURLASTNAME
to
LISTSERV@tc.umn.edu.
The Foreign Language Teaching Forum
(FLTEACH) is the largest listserv for foreign language teachers, with
lively and informative discussions. To subscribe, leave the subject line
blank; send the message
SUB FLTEACH FIRSTNAME LASTNAME
to
listserv@listserv.acsu.buffalo.edu.
?ndu participants discuss
timely issues related to foreign language learning in Grades K–8, provide resources
to one another, and share experiences with early sequence programs. To join ?ndu,
send the message
SUBSCRIBE YOURFIRSTNAME YOURLASTNAME
to
nandu-request@caltalk.cal.org.
The Center for Applied Linguistics (CAL) is a major publisher of reports on two-way immersion (TWI) and is an excellent source of information on this topic. CAL's Web pages include (1) information on current research; (2) a Directory of Two-Way Bilingual Immersion Programs in the United States that provides detailed profiles of TWI programs around the country; and (3) an extensive list of TWI-related publications and resources.
The Center for Research on Education, Diversity & Excellence (CREDE) assists the nation's population of diverse students, including those at risk of educational failure, to achieve academic excellence. The purpose of CREDE's research is to identify and develop effective educational practices for linguistic and cultural minority students, such as those placed at risk by factors of race, poverty, and geographic location. A number of excellent publications on two-way immersion have emerged from this project. Visit CREDE's two-way immersion page for more information. Read CREDE reports online at the Center for Linguistics' CREDE publications site.
The Center for Multilingual Multicultural Research is a large site developed by the University of Southern California that includes comprehensive lists of bilingual and ESL resources, a large library of full-text articles, and extensive information about paraeducators and paraeducator-to-teacher programs.
James Crawford's Language Policy Web Site & Emporium. This language policy Web site provides a superb overview of the historical issues surrounding bilingual education as a political issue as well as frequently updated bulletins on current legislation and research around the country.
The Language Academy site is a teacher-centered site that offers a practitioner perspective on San Francisco's two-way immersion programs.
The National Association for Bilingual Education (NABE) is a national organization exclusively concerned with the education of language-minority students in American schools.
The National Clearinghouse on Bilingual Education (NCBE) is funded by the U.S. Department of Education's Office of Bilingual Education and Minority Languages Affairs (OBEMLA) to collect, analyze, and disseminate information relating to the effective education of linguistically and culturally diverse learners in the United States. NCBE provides information through its Web site, which includes the NCBE Online Library (a well-catalogued collection of full-text articles), Newsline (a bi-weekly email news bulletin), and NCBE Roundtable (a topical electronic discussion group). AskNCBE FAQ's are particularly helpful.
Portraits of Success is a joint project of NABE, Boston College, and the Northeast and Islands Regional Educational Laboratory at Brown University. It is a national effort, supported by a number of experts in the field of bilingual education, to develop a database on successful bilingual education.
The American Association for Applied Linguistics (AAAL) is an excellent source of information on language-related topics.
The American Council on the Teaching of Foreign Languages (ACTFL), a national professional association for foreign language teachers, provides information about their annual conference, publications, programs, resources, membership, and the national foreign language standards.
Arizona State University maintains a bilingual education research site.
Bilingual and ESOL Lesson Plans is a good starting place for teachers who work in bilingual and ESL classrooms to locate lesson plans.
Bilingual Links for Teachers and Students is a well-maintained list of bilingual links for teachers and students.
The Center for the Study of Books in Spanish for Children and Adolescents offers a Web site in English and Spanish that allows users to search an exhaustive catalog of recommended Spanish and bilingual books.
The Foreign Language Teaching Forum (FLTEACH) Web site is a useful starting point for finding resources for teaching languages. The site also provides subscription information for the FLTEACH listserv and an extensive archive of FLTEACH discussions on topics of interest to language teachers.
Lesson Plans and Resources for ESL, Bilingual, and Foreign Language Teachers
The National Network for Early Language Learning (NNELL) is dedicated to promoting foreign language instruction for all students, kindergarten through 8th grade, and to supporting educators who teach those students.
Recursos en Español offers several dozen useful education-related documents in Spanish. The list is divided into two sections: one for parents, caretakers, and community members; the other for teachers, professors and researchers.
These sites from around the country provide information on their programs and materials. Most include program descriptions, calendars, and contact information; the larger sites include examples of student work, school policies, newsletters, links, and English and Spanish versions of all material.
The National Association for Bilingual Education (NABE) holds a major annual conference on issues in bilingual education.
CABE National Two-Way Bilingual Immersion Summer Conference is held annually in California. It is the largest state conference in the United States on two-way immersion.
The American Association for Applied Linguistics (AAAL) holds an annual conference.
The American Council on the Teaching of Foreign Languages (ACTFL) holds an annual conference attended by language teachers across the country.
Cambridge University Press publishes a list of links to second language learning conferences at the Web site of their journal Studies in Second Language Acquisition.
The Centre for Applied Language Studies, University of Jyväskylä, Finland, maintains a comprehensive worldwide conference list.
Conference Schedules for Linguists, Translators, Interpreters, and Teachers of Languages provides information about quarterly and annual events.
Additional resources on this topic are available through the ERIC database of educational documents. The following search lists books, papers, reports, journal articles, and other documents of interest. Information on obtaining these materials appears after the search.
To conduct your own search of the ERIC database, visit an ERIC Center or conduct your own search on the Web.
EJ560975
Multilingualism Is Basic.
Genesee, Fred; Cloud, Nancy
Educational Leadership, v55 n6 p62-65 Mar 1998
Demographic, economic, and social realities make linguistic and cross-cultural
competence essential skills for today's students. This article discusses
three
innovative program types that build on basic education while enriching it through
second languages: second-language immersion for native English-speaking
students;
developmental bilingual programs for language-minority students and two-way
bilingual immersion programs for all students. (MLH)
Descriptors: *Bilingual Education; Demography; Diversity (Student);
Economic Factors; Elementary Education; *Immersion Programs; *Language Enrichment;
Multicultural Education; *Multilingualism; *Second Language Programs; Social
Development
Identifiers: *Value Added
EJ560853
Two-Way Talk.
Crandall, Margaret
American School Board Journal, v185 n1 p23-25 Jan 1998
Describes the instructional strategies used by teachers in two-way bilingual
immersion programs. Also describes benefits of the programs. Sidebars include
guidelines to implement an effective two-way bilingual immersion program and
a discussion of English-as-a-Second-Language (ESL) programs. (LMI)
Descriptors: *Bilingual Education; *Bilingual Education Programs;
Bilingual Students; *Curriculum Design; Elementary Secondary Education; *Instructional
Effectiveness; Instructional Improvement; Limited English Speaking; Special
Needs Students
Identifiers:
*Two Way Bilingual Education
EJ556857
Two Languages Are Better Than One.
Thomas, Wayne P.; Collier, Virginia P.
Educational Leadership, v55 n4 p23-26 Dec-Jan 1997- 1998
Instead of viewing English learners as a problem needing remediation, educators
should build an enriched bilingual program for all students. In successful
two-way
programs, both language groups stay together throughout the school day, serving
as peer tutors for each other. After five or six years, English learners
can
demonstrate English and native-language proficiency and outperform monolingual
students on academic tests. (13 references) (MLH)
Descriptors: *Bilingual Education; Cost Effectiveness;
Elementary Education; *Enrichment Activities; *Equal Education; *Immersion
Programs; *Limited English Speaking; Low Achievement; Peer Teaching; Program
Descriptions; Tutoring
EJ542896
Equal Educational Opportunity for Language Minority Students: From Policy
to Practice at Oyster Bilingual School.
Freeman, Rebecca D.
Issues in Applied Linguistics, v6 n1 p39-63 Jun 1995
Based on a two-year ethnographic and discourse analytic study of Oyster Bilingual
School in Washington, DC, this article illustrates what educational opportunity
means
for the linguistically, culturally, and economically diverse student population
participating in a successful two-way Spanish-English bilingual program.
Presents
micro-level classroom analysis demonstrating how team-teachers work together
to help students develop academic skills in both languages. (31 references)
(Author/CK)
Descriptors: *Academic Achievement; *Bilingual
Education Programs; Elementary School Students; *English (Second Language);
Equal Education; Ethnic Groups; Ethnography; Group Dynamics; Limited English
Speaking; Second Language Instruction; *Sociocultural Patterns; Socioeconomic
Influences; *Spanish Speaking; *Team Teaching
EJ528252
The Role of ESL in a Dual Language Program.
Zucker, Cindy
Bilingual Research Journal, v19 n3-4 p513-23 Sum-Fall 1995
Inter-American Magnet School in Chicago, a highly acclaimed Spanish-English
dual- language elementary school, established pull-out English-as-a-Second-Language
(ESL)
classes to provide extra English instruction, primarily for new immigrants.
Describes the school's founding and development, students, innovative bilingual
staff, multicultural education, parent and community involvement, classroom
setting, ESL approaches and activities, and administrative problems. (SV)
Descriptors: *Bilingual Education Programs; *Bilingual Schools; Elementary
Education; Elementary Schools; *English (Second Language); *Multicultural
Education;
Native Language Instruction; Parent Participation; *Second Language Instruction;
Spanish
Identifiers: *Inter American Magnet School IL; *Two Way
Bilingual Education
EJ528251
Oyster School Stands the Test of Time.
Fern, Veronica
Bilingual Research Journal, v19 n3-4 p497-512 Sum-Fall 1995
Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-
English) program. The school's success has been maintained by strong parent
and community support, high academic standards, and ongoing professional
development
efforts. However, cultural, generational, and socioeconomic differences among
staff, students, and parents have caused philosophical conflict in the school
community.
Decreasing funds is also a problem. (SV)
Descriptors: *Bilingual Education Programs; Bilingual Schools; Community
Involvement; *Cultural Pluralism; Educational Philosophy; Elementary Education;
Elementary Schools; Multicultural Education; *Team Teaching; Urban Schools;
*Whole Language Approach
Identifiers: *James
F Oyster Bilingual Elementary School DC; *Two Way Bilingual Education
EJ528250
The Second Language Components in a Two-Way Bilingual Education Program.
Schauber, Holli
Bilingual Research Journal, v19 n3-4 p483-95 Sum-Fall 1995
A Massachusetts elementary two-way bilingual education program represents
a democratic, efficient approach to the education of two distinct language
groups by
balancing second-language instruction in English and Spanish and by integrating
the two student populations. Discusses program goals, team teaching, classroom
setting,
program structure, curriculum organization, materials, student evaluation,
parent involvement, and program successes and shortcomings. (SV)
Descriptors: *Bilingual Education Programs; Bilingual Students; Cultural
Pluralism; Elementary Education; Elementary School Students; *English (Second
Language);
Language of Instruction; Native Language Instruction; *Second Language Instruction;
*Spanish; Team Teaching
Identifiers: *Two Way Bilingual Education
EJ475247
La Escuela Ratney (The Ratney School). Reflections on a Bilingual, Anti-Bias,
Multicultural Elementary School.
Ahlgren, Priscilla
Teaching Tolerance, v2 n2 p26-31 Fall 1993
Experiences of a bilingual multicultural elementary school in Milwaukee (Wisconsin)
illustrate how concepts of social justice, equality, and respect for ethnic
differences can be introduced. The school is distinguished by its two-way
bilingual program that gives every child a chance to master English and
Spanish. (SLD)
Descriptors: Affirmative Action; *Bilingual Education Programs; Disadvantaged
Youth; Elementary Education; English; *Equal Education; *Ethnic Groups; Language
Proficiency;
Minority Group Children; *Multicultural Education; *Racial Bias; Racial Differences;
Social Problems; Spanish; *Urban Schools
Identifiers:
Language Minorities; Milwaukee Public Schools WI; *Social Justice
EJ406918
How to Integrate Bilingual Education without Tracking.
Glenn, Charles L.
School Administrator, v47 n5 p28-31 May 1990
Integrated schools that stress learning among students in two languages are
called two-way schools. They provide a singularly rich educational environment
and avoid
the negative effects of educational segregation by tracking. A Chelsea,
Massachusetts, bilingual elementary school focused on team building to use
existing resources more effectively. (MLH)
Descriptors: *Access to
Education; *Bilingual Education; Cultural Differences; Elementary Education;
*Equal Education; *Language Proficiency; *Minority Groups; *Track System
(Education)
ED416219
Dos Idiomas, Un Mundo. Dual Language Project. Title VII Biennial Evaluation
Report, 1995-97.
Ernest, Harishini M.; Gonzalez, Rosa M.
1997
This is an evaluation of the first 2 years of a 5-year comprehensive Bilingual
Education grant funded by Title VII Part A of the Improving America's Schools
Act of
1994 in the Austin Independent School District (AISD) (Texas). The grant awarded
to the AISD funds a program of Developmental Bilingual Education at two
elementary
schools where more than 25% of the students are of limited English proficiency
(LEP). Developmental Bilingual Education requires dual language instruction
throughout the
duration of the program. This is in contrast to a transitional program in
which instruction is gradually changed to English-only. At the same time,
Developmental
Bilingual students must master subject matter skills and meet grade promotion
requirements. Baseline data were collected on the 600 students at the 2
schools who
will receive 4 years of developmental bilingual teaching, but all 967 students
at the 2 schools participate. Baseline scores for the two schools indicated
that 56% of
students were fluent English speakers, with 17% not speaking English, and 72%
not speaking Spanish. Third graders in 1996-97, in comparison with 1995-96
third
graders, showed a 10% gain in the numbers of students passing on all of the
English Texas Assessment of Academic Skills tests. Prekindergarten and kindergarten
students
in the second year also showed considerable gains in Spanish vocabulary in
1996-97. Evaluation also revealed the extensive preparation of the teachers
at both schools
and the investment in curriculum and technology to improve education. Parent
participation was shown to be an integral part of the program at both schools.
Recommendations are made for continued program improvement with better communication
between the two schools and better use of student testing in evaluation.
(Contains
12 tables, 1 figure, and 12 references.) (SLD)
Descriptors: Achievement Gains; *Bilingual Education; Bilingual Education
Programs; Elementary Education; *English (Second Language); Language of
Instruction; *Limited
English Speaking; Parent Participation; Program Evaluation; *Second Language
Learning; *Spanish; Tables (Data); Test Use
Identifiers: *Austin
Independent School District TX; Elementary Secondary Education Act Title VII;
Improving Americas Schools Act 1994
ED415684
Two-Way Bilingual Education: Students Learning through Two Languages. Final
Report.
Christian, Donna; Montone, Chris; Carranza, Isolda; Lindholm, Kathryn; Proctor,
Patrick
1996
The report presents results of a study of elementary and secondary school
two-way bilingual immersion programs that focused on the program and contextual
factors
affecting student learning, student and teacher language use in the classroom,
and teaching strategies used to promote target language use and increase
language
proficiency. The study included a survey of 182 schools in 19 states offering
two- way bilingual education (results are summarized here) and case studies
of 3
elementary school programs: Francis Scott Key Elementary School (Arlington,
Virginia); River Glen Elementary School (San Jose, California); and Inter-American
Magnet School (Chicago, Illinois). The case studies detail program design
and components, school and district characteristics, program history, learning
environment, instructional strategies, teacher classroom behaviors, student
language use, student outcomes, and the program's impact on the students
and the school
community. Contains 39 references. (MSE)
Descriptors: *Bilingual Education; Case Studies; Classroom Techniques;
Elementary Secondary Education; *English (Second Language); *Immersion Programs;
Institutional
Characteristics; *Language Role; Language Usage; *Native Language Instruction;
Program Descriptions; Program Design; Program Effectiveness; Second Language
Instruction; Student Behavior; Teacher Behavior
Identifiers: Arlington Public Schools VA; Chicago
Public Schools IL; San Jose Unified School District CA; *Two Way Bilingual
Education
ED408844
Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo. Dual Language
Project. Title VII First-Year Evaluation Report, 1995-96.
Ernest, Harishini M.; Gonzalez, Rosa Maria
Sep 1996
The first-year evaluation of a two-way Spanish/English bilingual education
program at two Austin (Texas) elementary schools is presented. The developmental
program has
as its objectives the development of students' oral proficiency in Spanish
and English, development of grade-level appropriate literacy in both languages,
increase
in academic achievement in reading, language, and mathematics, and changed
attitudes toward bilingualism among students, parents, community, and staff.
Baseline data
were collected during the 1995-96 school year on the first cohort of 600 students
in grades pre-K through 3. The report details program characteristics, the
student
population, baseline data corresponding to each of the objectives, and additional
program services and policies. The latter include staff training and opportunities,
parent outreach efforts, the parent advisory council, policy concerning parent
refusals, development and administration of bilingual attitudinal questionnaires,
a
teacher professional survey, and project management findings. Long-term evaluation
plans and project recommendations based on the first-year survey are also
included.
Contains 22 references and 16 tables. (MSE)
Descriptors: Academic Achievement; Achievement Gains; Administrative
Policy; Affective Objectives; *Bilingual Education Programs; Elementary
Education; *English
(Second Language); Federal Aid; *Limited English Speaking; Literacy Education;
Mathematics Instruction; Outreach Programs; Parent Attitudes; Parent Participation;
Program Effectiveness; Program Evaluation; Reading Instruction; Spanish; *Spanish
Speaking; Student Attitudes; Surveys
Identifiers: *Austin
Independent School District TX; *Two Way Bilingual Education
ED406845
Investigating Alternative Assessment in Two-Way Bilingual Immersion Programs.
Final Report.
30 Apr 1997
A study investigated alternative methods of assessing student language skills
in Arlington County (Virginia) public schools' Spanish/English two-way bilingual
partial
immersion program, with the objective of improving information for developing
more effective teaching. A team of teachers from each participating school
worked with
researchers to develop, pilot, field-test, and evaluate alternative assessment
methods, including oral and written language rubrics in both Spanish and
English. In
addition, the research team, which included elementary and middle school teachers,
a special education teacher, district administrators, and researchers, explored
ways in
which using alternative assessment methods might inform or otherwise influence
instructional practices. The report describes the context of the school
system and
bilingual education program, chronicles the project, and summarizes results
as they relate to specified project goals. Early termination of the project
limited
assessment of the rubrics' validity. Unanticipated results and their implications
for classroom instruction are also noted. Appendices comprising approximately
75% of
the report include English and Spanish versions of the rubrics (grades 1-5)
and supporting classroom materials and forms. Contains 11 references. (MSE)
Descriptors: *Bilingual Education Programs; Elementary Education;
*English (Second Language); Evaluation Methods; *Immersion Programs; Instructional
Effectiveness;
Instructional Improvement; Junior High Schools; Language Research; *Language
Tests; Limited English Speaking; Middle Schools; Oral Language; *Spanish;
Student Evaluation;
Written Language
Identifiers: *Alternative Assessment; Arlington Public
Schools VA; *Two Way Bilingual Education
ED405730
Parents' Attitudes towards Dual Language Immersion Programs.
Saucedo, Leticia
1997
A study investigated parent attitudes toward a dual-language (Spanish/English)
immersion program of bilingual education, in which both English-speakers
and non-
English-speakers are participating students and English is used no more than
50 percent of the time for instruction. The 20-item (agree/disagree format)
survey
elicited opinions from 200 parents concerning four program areas: cultural
appreciation among peers; students' academic progress; the importance of
learning a
second language; and the importance of parent volunteerism. Results indicate
most parents had a favorable attitude about dual-language immersion; over
90 percent were
satisfied with the program and would recommend it to other families. Learning
a second language was perceived as important by 97 percent. A similar percentage
agreed that all schools should teach a second language and that children should
speak English and Spanish fluently. While 97 percent were satisfied with
their children's
second language learning, only 95 percent were satisfied with their native
language development. Most were also satisfied with their academic progress
and enhanced
cross-cultural attitudes and appreciation. Most supported parental involvement,
although only about half had volunteered. Contains 11 references. (MSE)
Descriptors: *Academic Achievement; *Bilingual Education; Cultural
Awareness; Educational Attitudes; Elementary Education; English (Second Language);
*Immersion
Programs; Language Attitudes; *Parent Attitudes; Parent Participation; *Peer
Relationship; *Second Languages; Spanish; Surveys; Volunteers
Identifiers: *Two Way Bilingual Education
ED405443
Compartiendo Culturas/Sharing Cultures: A Title VII Two-Way Bilingual Program
at Herod Elementary School 1995-96. Research Report on Educational Grants.
1996
This report describes a program that was designed to end the isolation typically
experienced by language minority students in traditional bilingual education
and to
provide language majority students the opportunity to acquire proficiency in
a second Language. The program served 4 classes of approximately 22 students
each (85
students) in kindergarten through grade 3, with one grade level to be added
each year until a longitudinal and comprehensive two-way developmental bilingual
program exists
through grade 5. Each participating class was composed of about 50% native
speakers of Spanish and 50% native speakers of English. Each language was
used as the medium
for instruction about half the time, with language mixing in the classroom
avoided. Data from the first 2 years of the program indicate that substantial
progress was
made toward the program's 3-year goals for program participants in both oral
language proficiency and content area achievement. In content areas, students
of limited
English and limited Spanish proficiency performed at or above grade level or
showed growth. Parents were very satisfied with the language classes offered.
An appendix
provides a checklist for project goals. (Contains one figure, eight tables,
and five references.) (SLD)
Descriptors: *Academic Achievement; *Bilingual Education; *Cultural
Awareness; Cultural Differences; English; Hispanic Americans; Language Minorities;
*Limited
English Speaking; Primary Education; Second Language Instruction; *Second Language
Learning; Spanish; Urban Schools; Urban Youth
Identifiers: Elementary Secondary Education Act Title
VII; *Houston Independent School District TX; *Two Way Bilingual Education
ED405439
El Proyecto Cunningham: Dos Idiomas; Muchos Paises, 1995-96 (The Cunningham
Project: Two Languages, Many Countries, 1995-96). Research Report on
Educational
Grants.
1996
This report presents an evaluation of a two-way bilingual program in English
and Spanish at the Cunningham Elementary School (Texas). The program was
designed to
extend and expand educational reform by shifting the instructional program
at the school over the 5-year time span from a transitional bilingual program
to a two-way
bilingual, or dual language, education for all students. The first year was
the planning year for the program, with actual implementation scheduled
for the 1996-97
school year. This report describes the planning efforts and reports baseline
data on student performance and participant perceptions. Eighty students
were accepted into
the program to start in 1996-97 in two kindergarten and two first-grade classes.
The school hired and trained staff and teachers, held informational meetings,
purchased
instructional materials, and selected students. The majority of the 48 parents
responding to the initial survey agreed that they were pleased with the
bilingual
program, and the majority of the teachers expected the program to help students
and agreed that a bilingual education was important for these students.
Five appendixes
present the forms used in the evaluation and program budget data. (Contains
seven tables and five references.) (SLD)
Descriptors: *Bilingual Education; Cultural Awareness; *Educational
Planning; Elementary School Students; Grade 1; Hispanic Americans; Kindergarten;
Language
Minorities; Primary Education; Program Evaluation; Program Implementation;
Second Language Instruction; *Second Language Learning; *Student Attitudes;
Urban Schools;
Urban Youth
Identifiers: Elementary Secondary Education Act Title
VII; *Houston Independent School District TX; *Two Way Bilingual Education
ED398107
Corima: A Bilingual Experiment in the Tarahumara Region in the State of Chihuahua,
Mexico. How Does It Measure against Transitional Bilingual Programs
in the United
States?
Nunez, Mario A.
1994
This report explores two bilingual educational approaches currently in use
in Mexico and the United States. The study pursues a limited comparison
between two
modalities of bilingual instruction, as observed and reported in the consulted
literature. The U.S. model featured is known as the two-way bilingual model,
an
additive approach to instruction. The Mexican Spanish/Tarahumara/Tepehuano
bilingual educational model is discussed within the scope of this project.
Both countries face
the challenge in their educational systems of providing bilingual content area
instruction to monolingual populations. Contains 38 references. (EH)
Descriptors: Area Studies; *Bilingual Education; Bilingualism; Foreign
Countries; Language; *Latin American Culture; *Latin American History; *Latin
Americans;
Multicultural Education; Secondary Education; Social Studies
Identifiers: *Mexico (Chihuahua State); *Mexico
(Tarahumara Region)
ED394319
How a New Form of Peer Coaching Helps Teachers and Students in Two-Way Bilingual
Programs.
Calderon, Margarita
Mar 1996
A 5-year study, conducted in two schools on the Texas-Mexico border, is
investigating the effectiveness of peer coaching as a professional development
strategy for teachers in two-way bilingual education programs. A group of
24
teachers, half bilingual and Hispanic and half monolingual and Anglo participated
in the study. For each, classroom ethnographies were compiled after classroom
observation, and teachers were videotaped at random times during classroom
teaching. Six teachers were observed all day for a period of one week. In
addition, teachers
responded to a questionnaire on teaching practices, team teaching experience,
and perceived problems and successes. Professional development sessions,
during which
the teachers acted as peer coaches, were also videotaped and ethnographies
were developed for them. Ethnographies were analyzed for code switching,
instructional
patterns for each language, social/power relationships, teacher/student participation
structures, and identification of particular discourse forms. The methods
were found
to be effective in focusing on the quality of student participation patterns,
level of learning quality in each language, time and status given to each
language, and
teachers' professional development needs. (Contains 39 references.) (MSE)
Descriptors: *Bilingual Education Programs; *Classroom Communication;
Classroom Observation Techniques; Classroom Techniques; Code Switching (Language);
Cross
Cultural Training; Discourse Analysis; Educational Strategies; Elementary Secondary
Education; Ethnography; *Inservice Teacher Education; Instructional Innovation;
*Intercultural Communication; Interpersonal Relationship; *Peer Teaching; Power
Structure; Surveys; Team Teaching
Identifiers: *Border
Communities; *Two Way Bilingual Education
ED394274
Dual Language Programs and Team-Teachers' Professional Development.
Calderon, Margarita
Apr 1995
A study in two El Paso (Texas) elementary school two-way bilingual education
programs investigated factors in learning through first and second language,
analyzed
teacher development in a context of complex change, and identified promising
school structures for collaborative professional development for these teachers.
Of the 24
participating teachers, 12 from each school, half were bilingual (Spanish-English)
and half were English monolingual. Classes were team-taught. All were observed
monthly by trained observers; six of them were observed all day for an entire
week. All were videotaped for an hour at randomly-selected times, and observed
once a month
during professional development sessions. Teachers also responded to an essay-type
questionnaire asking them to elaborate on their teaching practices, team-teaching
experiences, and overall problems and successes. Teachers all commented that
the team teaching situation, with one monolingual and one bilingual teacher,
offered new
opportunities for personal and professional growth. Structures for the teams'
development provided opportunities to learn collaboratively, including role-playing,
peer coaching, classroom ethnography, and curriculum writing. The locally-
constructed professional development program was found to be an effective structure
for needed change. (MSE)
Descriptors: *Bilingual Education; *Bilingual Teachers; Elementary
Education; Elementary School Teachers; English (Second Language); Inservice
Teacher Education;
Monolingualism; *Peer Relationship; Professional Development; Second Language
Instruction; Spanish; *Team Teaching
Identifiers: Texas (El Paso);
*Two Way Bilingual Education
ED393642
Bilingual, Bicultural, and Binational Cooperative Learning Communities for
Students and Teachers.
Calderon, Margarita
1996
As NAFTA opens the border between the United States and Mexico, the need
for binational cooperation in education becomes ever more imperative. This
chapter
provides a rationale for binational education--the benefits of binational education
both for language-minority students and for the majority culture--and describes
a
variety of cooperative bicultural programs for students and teachers. These
programs include: (1) the Leadership Enhancement Academy for Binational
Education in
neighboring El Paso (Texas) and Ciudad Juarez (Mexico), which brings together
educators, community leaders, and parents to cultivate relationships and
develop an
integrated systemic approach to binational education in the cities' schools;
(2) two- way bilingual classrooms in which English- and Spanish-speaking
students are grouped
in heterogeneous cooperative learning teams; (3) teachers' learning communities
that provide collegial support for implementing a complex cooperative learning
model; and
(4) binational staff development activities involving U.S. and Mexican teachers
from neighboring cities along the border. Particular emphasis is placed
on an effective
binational staff development process that helps teachers transfer appropriate
knowledge and behaviors into the bilingual cooperative classroom, and provides
ongoing support for personal development, interpersonal relationships, and
program implementation. Contains 50 references. (Author/SV)
Descriptors: *Bilingual Education; Collegiality; *Cooperative Learning;
Educational Benefits; Educational Cooperation; Elementary Secondary Education;
Higher Education;
Inservice Teacher Education; Institutional Cooperation; International Cooperation;
International Educational Exchange; *International Programs; *Interprofessional
Relationship; *Mexican American Education; *Staff Development
Identifiers: Cooperative Integrated Reading and
Composition; Language Minorities; *Learning Communities; Mexico; Two Way
Bilingual Education; United States
ED390248
Students' Views of the Amigos Program. Research Report No. 11.
Lambert, Wallace E.; Cazabon, Mary
1994
This report describes a pilot study of the attitudes and personal estimates
of progress of students who have spent 4 or more years in the Amigos two-way
bilingual
program in Cambridge, Massachusetts. The program currently enrolls about 300
students: 50% native Spanish speakers and 50% native English speakers, approximately
half of whom are African American. For half the day Spanish is the medium
of instruction and English is used for the other half. A 25-questions survey
was
administered to Grade 4, 5, and 6 Amigo students designed to sound out their
perceptions of the two-way language learning experience and the social world
it
provides. Results showed that both English- and Spanish-Amigos are aware of
their progress in acquiring skills in both Spanish and English; that both
groups have
confidence in their potential as teachers of these languages; and that both
are sensitive to cultural norms governing language use outside of school.
Results also
showed that the majority of Amigo students are basically satisfied with the
program; that they want to continue in it and in their own bilingual/bicultural
development;
and that they do not believe the program has jeopardized their academic progress
nor their command of their first language. The study investigators believe
that these
perceptions and opinions of students are essential to the evaluation of the
program's effectiveness and to the program's amelioration. Appended to the
report are the
responses displayed in tabular form by grade following each of the 25 questions.
A brief second table gives data on average Spanish and English reading scores
of the
Spanish Amigos. (LR)
Descriptors: *Bilingual Education; Cultural Awareness; English (Second
Language); Hispanic Americans; Immersion Programs; *Intercultural Communication;
Intermediate
Grades; Language of Instruction; Language Skills; Limited English Speaking;
Reading Comprehension; *Second Language Instruction; *Spanish Speaking;
*Student Attitudes
Identifiers: Amigos Program MA;
Cambridge Public Schools MA; *English Speaking; * Two Way Bilingual Education
ED384251
Policy and Practice in Bilingual Education: A Reader Extending the Foundations.
Bilingual Education and Bilingualism 2 Series.
Garcia, Ofelia, Ed.; Baker, Colin, Ed.
1995
Available From: Multilingual Matters, Ltd., 1900 Frost Road, Suite
101, Bristol, PA 19007 (paperback: ISBN-1-85359-266-8; hardback: ISBN-1-85359-267-6).
This book can be used as a comprehensive introduction for instructors, researchers,
and students, and as an interactive text for students. In designing the text
the
authors have been particularly attentive to the needs in teacher education,
especially in the preparation of bilingual teachers. Thus, each of the readings
is
followed by questions and activities that engage students in reflection and
practices that may transform their own thinking, as well as the schools, classrooms,
and
communities to which they will contribute. Articles include: "Past and Future
Directions of Federal Bilingual Education Policy" (James J. Lyons); "Bilingual
Education: Politics or Pedagogy?" (Ursula Casanova); "Educational Language
Planning in England and Wales" (Michael Stubbs); "Multilingualism and the
Education of Minority Children" (Tove Skutnabb-Kangas); "Bilingual Education
and Anti-Racist Education" (Jim Cummins); "Realities of Teaching in a Multiethnic
School" (David
Corson); "A Spanish-English Dual Language Program in New York City" (Sidney
H. Morison); "Bilingual Education of Cuban-American Children in Dade County's
Ethnic School" (Ofelia Garcia, Ricardo Otheguy); "Empowering Minority Students'
(Jim Cummins); "Canadian Second Language Immersion Program" (Fred Genesee); "Heritage
Language Teaching in Canadian Schools" (Jim Cummins); "European Models of
Bilingual Education" (Hugo Baetens Beardsmore); "Bilingual Education in Wales" (Colin
Baker);
"Allocating Two Languages as a Key Feature of a Bilingual Methodology" (Rodolfo
Jacobson); "Creating Successful Learning Contexts for Bilingual Literacy" (Nancy
H. Hornberger); "Relating Experience and Text: Socially Constituted Reading
Activity"
(Concha Delgado-Gaitan); "A Process Approach to Literacy Using Dialogue Journals
and Literature Logs with Second Language Learners" (Maria de la Luz Reyes); "Combining
Language and Content for Second-Language Students" (Donna Christian, and others);
"Language Education in Bilingual Acadia" (William Francis Mackey); "Cooperative
Learning" (Evelyn Jacob, Beverly Mattson); "Creative Education for Bilingual
Teachers" (Alma Flor Ada); "Building Bridges between Parents and the School"
(Christian J. Faltis); "Recasting Frames: Latino Parent Involvement" (Maria
E. Torres- Guzman); and "Bilingual Classroom Studies and Community Analysis" (Luis
C. Moll). (VWL)
Descriptors: *Bilingual Education; Dialog Journals; *Educational Policy;
English (Second Language); Foreign Countries; Heritage Education; Immersion
Programs;
Intervention; *Language Planning; Limited English Speaking; Literacy Education;
Models; Multilingualism; Parent Participation; Spanish; Teacher Education;
Teaching
Methods
Identifiers: Acadia; Canada; England; New York City
Board of Education; Wales
ED384239
Two-Way Foreign Language Immersion Programs: A Handbook for Parents and Teachers.
Craig, Barbara A.
Jun 1995
This guide is intended as a reference for both parents and teachers concerning
the design and objectives of two-way bilingual language immersion programs
in elementary
schools, including procedures and considerations in the creation of a new program.
The first section looks at the role of language immersion as a form of enrichment
education, and outlines different immersion program models. The second section
examines attitudes toward language, language education, and bilingualism
and the
importance of community readiness in developing an immersion program. Section
three addresses the planning and organization of a two-way immersion program,
focusing on
such issues as community demographics and the involvement of local school authorities.
Parental involvement in the program is discussed in the fourth section.
The
challenges specific to the first 6 weeks of the program, the function of an
immersion parent advisory committee, and issues in home-school cooperation
are addressed in
this section. In the final section, selected successful two-way immersion
programs are profiled and a more extensive case study of one Arlington (Virginia)
program is
presented. Contains 20 references. (MSE)
Descriptors: Advisory Committees; *Bilingual Education Programs; Bilingualism;
Case Studies; Elementary Education; Enrichment; *Immersion Programs; Language
Attitudes;
*Parent Participation; Program Descriptions; *Program Design; Program Development;
Second Language Instruction; Second Language Programs; *Second Languages;
Student
Characteristics
Identifiers: *Two Way Bilingual Education
ED383219
Parent Involvement in a Two-Way Bilingual School.
Zelazo, Janice
21 Apr 1995
This study investigated the nature of and factors in the involvement of both
Spanish-speaking and English-speaking parents in an elementary school specializing
in
two-way bilingual education. The researcher observed parents and teachers
in interaction, reviewed school documents, and interviewed parents, families,
and school
staff, some in short interviews, informal-conversational interviews, and a
selected group received in-depth interviews. It was found that: (1) parents'
comfort with the
staff and the school was critical in their becoming involved; (2) language
played a major role in the nature of involvement, with English the language
of structural
organizations that involved groups of parents; and (3) parents' view of their
role in relationship to the school, their own schooling level, and present
economic
situation, were major influences on how they were involved at school. Excerpts
from parent comments, in English and Spanish, are presented. Conclusions are
drawn and
include: (1) a context specific framework of viewing home-school continuity
can enable educators to more clearly understand opportunities for parent involvement
at
the school site, and to determine ways to more equitably involve all parents;
(2) parents can be enabled to or disabled in demonstrating their school related
cultural
resources depending on the action of the schools; and (3) a fluid perspective,
one that recognizes variation within and between social groups and school
contexts, can
address the biases and stereotypes that continue to be associated with minority
groups of parents and their relationships to schools. Contains 13 references.
(MSE)
Descriptors: *Bilingual Education; Case Studies; Economic Factors;
Educational Background; Elementary Education; English; Interviews; Language
Role; Meetings;
*Parent Background; *Parent Participation; *Spanish Speaking; Volunteers
Identifiers: *Two Way Bilingual Education
ED382021
A Review of Findings from Two-Way Bilingual Education Evaluation Reports.
Mahrer, Cindy; Christian, Donna
Dec 1993
A review of 35 reports evaluating 27 two-way bilingual education programs
is reported. All programs represented meet basic criteria for language of
instruction,
student characteristics, and emphasis on developing bilingualism. The review
examined program characteristics and student outcomes, when available. Results
are
summarized in the following areas: language proficiency in Spanish, English,
Chinese, and Portuguese language proficiency; Spanish and English reading
achievement; Spanish
and English writing achievement; Spanish and English math achievement; Spanish
and English science achievement; Spanish and English social studies achievement;
additional content-area results; student self-perception and language/cross-cultural
attitudes; staff development activities; parent involvement activities;
and teaching
methodologies and classroom strategies. Contains five references. (MSE)
Descriptors: Academic Achievement; *Achievement Gains; *Bilingual
Education; Chinese; Classroom Techniques; Cultural Awareness; English (Second
Language);
Language Attitudes; Language Proficiency; Mathematics Instruction; *Outcomes
of Education; Parent Participation; Portuguese; Program Design; *Program
Effectiveness;
Program Evaluation; Science Instruction; Second Language Instruction; Social
Studies; Spanish; Staff Development; Student Attitudes; Teaching Methods;
Tests; Uncommonly
Taught Languages
Identifiers: *Content Area
Teaching; *Two Way Bilingual Education
ED379915
Two-Way Bilingual Education Programs in Practice: A National and Local Perspective.
ERIC Digest.
1994
Two-way bilingual education has taken root in many schools across the United
Sates. In these programs, students develop dual language proficiency by
receiving
instruction in English and another language in a classroom that is usually
comprised of half native speakers of English and half native speakers of
the target language.
Two-way programs work toward academic, language, and affective goals. Language
minority students benefit from the opportunity to develop and learn through
their
native language as well as English, while English speakers achieve well academically
in an immersion environment. The first part of this Digest looks at the
issues
involved in implementing a two-way program, future directions and concerns
of two- way bilingual education, and emerging results of two-way bilingual
programs. The
second part of the Digest concentrates on the Amigos Program, a two-way program
established in Cambridge, Massachusetts in 1985-86 that now serves nearly
300
students. Program design, program assessment, and student responses to program
participation are highlighted. Contains eight references. (VWL)
Descriptors: *Bilingual Education Programs; Educational Trends; English
(Second Language); *Futures (of Society); Program Descriptions; *Program
Effectiveness;
*Program Implementation; Spanish; Spanish Speaking; *Student Attitudes; Testing
Identifiers: *Amigos Program MA; Digests; *Two Way
Bilingual Education
ED377705
Two-Way Bilingual Education: Students Learning through Two Languages. Educational
Practice Report: 12.
Christian, Donna
1994
Since the mid-1980s two-way bilingual education programs have attracted renewed
interest as an effective way to educate both language-minority and language-majority
students. This report, which describes and assesses the current state of such
programs in the United States, is based on data collected from 169 schools
during the
1991-92, 1992-93, and 1993-94 school years. The opening section, a brief overview
of the goals and rationale for the two-way approach, profiles the programs
in four
tables showing: programs by state; grade levels served; language of instruction;
and year of establishment of programs. The remaining parts of the paper
provide: an
account of the results of the study; a discussion of variability in program
implementation; and an exploration of some significant related questions.
Among
these are: Will the model that works for one school district work for another?
What about attrition and late admission to the program? What about the development
of
programs in diverse languages: for example, those that do not share an alphabet
with English? And how can the target languages be maintained and developed
in the face of
the dominance and power of English in U.S. society? While these concerns and
others need to be addressed, it is concluded that two-way bilingual programs
benefit U.S.
education in three important ways: (1) by providing an effective approach to
educating a growing number of nonnative-English speaking students in an
environment
that promotes both English language development and academic progress; (2)
by expanding the nation's language resources; and (3) by enhancing cross-cultural
understanding and appreciation. A list of resources from 12 programs is appended.
(Contains 24 references.) (LR)
Descriptors: *Bilingual Education Programs; Elementary Secondary Education;
Intercultural Communication; Language of Instruction; Limited English Speaking;
Minority Groups; Program Descriptions; Program Implementation; Second Language
Instruction; *Second Language Learning; Spanish Speaking; *Teaching Methods
Identifiers: *Two Way Bilingual Education
ED360868
Emerging Literacy in a Two-Way Bilingual First Grade Classroom.
Kuhlman, Natalie A.; And Others
1993
A study investigated the emerging journal-writing skills of 16 monolingual
Spanish- speaking Mexican Americans and 10 monolingual English-speaking first-graders
in San
Diego County, California, in a whole-language, two-way bilingual classroom.
The research looked for developmental stages in writing in the primary language,
similarities or differences for the second language, the beginning of spontaneous
second-language writing, and occurrence and results of social interaction
during
journal writing. It was found that the children approached the writing task
from unique and individual perspectives, combining drawing and writing in
early journals,
experimenting with alphabetic forms and shapes, writing lists, and repeating
patterns of letters, words, and sentences. They used early journals for
egocentric writing
activities, actively constructing writing schema through manipulation and
experimentation. As the year progressed, journals became more audience-oriented
as the children interacted with their peers, teachers, and researchers.
(MSE)
Descriptors: Audience Awareness; *Bilingual Education; Developmental
Stages; Elementary School Students; *English (Second Language); Grade 1;
Interaction;
*Journal Writing; Mexican Americans; Monolingualism; Primary Education; Second
Language Learning; Skill Development; *Spanish Speaking; Whole Language
Approach;
*Writing Skills
Identifiers: *Emergent Literacy; English Speaking; *Two
Way Bilingual Education
ED360856
Two-Way Bilingual Language Arts Portfolio.
Lindholm, Kathryn J.
Apr 1993
The two-way bilingual language arts portfolio was designed to help teachers,
administrators, parents, and others understand the level of language arts
development
of students in the two-way bilingual program. It was originally conceived
as a method of student assessment, to substantiate teachers' observations
that students
were making significant progress in the two program languages (native and second).
The portfolio format presented here consists of: (1) an outline of assessment
procedures for different grade levels; (2) a timeline for data collection using
each form of evaluation at each grade level (K-6); and (3) forms for each
evaluation
method. The evaluation forms include a matrix for assessing student oral language
skills, a form for evaluating an interactive writing journal (K-1, 2-6),
reading
rubric assessment scales (K, 1-2, 3-6), guidelines for informal reading observation
(1-6), a parent questionnaire concerning the child's reading and writing
habits, a
student reading attitude questionnaire (K, 1-2, 3-6), and a thematic book list
form. (MSE)
Descriptors: Academic Achievement; Academic Standards; *Bilingual
Education; Elementary Education; Elementary School Students; *Immersion
Programs; *Language Arts;
Language Skills; Language Tests; *Portfolios (Background Materials); Second
Language Instruction; *Second Languages; Student Evaluation
Identifiers: *Two Way Bilingual Education
ED359787
Two-Way Bilingual Education: A Progress Report on the Amigos Program. Research
Report: 7.
Cazabon, Mary; And Others
1993
The progress report on the Amigos two-way bilingual education program in
the Cambridge (Massachusetts) public schools describes: research on the
achievement in
mathematics, Spanish, and English of Amigos students and students in control/
comparison groups; data gathered on students' and parents' attitudes toward
bilingualism and biculturalism; student's self-assessments of academic competence
and
self-esteem; teachers' judgments of students' academic competence and self-esteem;
and social-interactional patterns among Amigos students from different ethnic
backgrounds. Features and policies of the program are described in a discussion
of the results. It was concluded that Spanish and English language skills
had improved
steadily in participants of the Amigos, transitional bilingual, and standard
English- only programs, but that Amigos students had not suffered any academic
loss in
mathematics or English despite having only half their instruction in English.
By grade 3, Amigos students developed classroom friendships independent
of race or
ethnicity. While English-Amigos and English controls had favorable views of
bilingualism, the Spanish-Amigos were most favorable. Spanish-Amigos also
rated
themselves highest in personal satisfaction. A tabulation of survey responses
and a brief bibliography are appended. (MSE)
Descriptors: *Academic Achievement; *Bilingual Education Programs;
*Cultural Pluralism; Elementary Education; Elementary School Students; English
(Second
Language); *Interpersonal Relationship; *Limited English Speaking; Mathematics
Instruction; Parent Attitudes; Program Descriptions; Program Effectiveness;
Program
Evaluation; Self Esteem; Self Evaluation (Individuals); Spanish; Student Attitudes;
Teacher Attitudes
Identifiers: *Amigos Program
MA; Cambridge Public Schools MA; *Two Way Bilingual Education
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