Two-Way Immersion Education: Students Learning through Two Languages

Christian, Donna

doi:10.2307/329058

Cited by 44 publications

(38 citation statements)

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“…In Utah's 50/50 and 60/40 models, one teacher teaches in English and the other teacher is certified to instruct and support the students in the foreign language. This structure allows schools to implement both one‐way and two‐way dual immersion programs with fidelity, allowing the foreign language teacher to only speak the foreign language, while the English‐speaking teacher only speaks English (Christian, ). There is no stipulation that school leaders or parent volunteers must speak the foreign language themselves; however, it is required that they not speak English while visiting target language classrooms (Roberts, ).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Research has mentioned a number of skills and traits that teachers and curriculum leaders value most in a dual immersion principal (Christian, ; England, ; Howard, Sugarman, Christian, Lindholm‐Leary, & Rogers, ; Potowski, ). They include creating a sense of community, advocating for the program, developing quality teachers, speaking the dual immersion language, and challenging the status quo.…”

Section: Review Of Literaturementioning

confidence: 99%

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The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools

Rocque

Ferrin

Hite

et al. 2016

Foreign Language Annals

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This study considers the opinions of dual immersion elementary school principals in investigating the following research questions: (1) What do dual immersion principals identify as the skills and traits for the school leader that lead to the principal's success in a dual immersion context? and (2) What were the differences of opinion, if any, between principals of one‐way and two‐way dual immersion programs about the traits and skills required for the school leader? Data was collected from 12 interviews and an online survey of 29 principals of dual immersion schools in Utah. Dual immersion is a model for teaching foreign language in the elementary schools where two languages are studied simultaneously, thus differing from total immersion models, where the foreign language is the only language used at school (Roberts, 2015). Understanding the role of the principal at these schools was the central focus of this research. The themes and patterns that emerged from the data analysis point to five key roles for dual immersion principals. Findings also indicate that these needed skills and traits for school leaders vary between one‐way and two‐way dual immersion programs.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools

Rocque

Ferrin

Hite

et al. 2016

Foreign Language Annals

View full text Add to dashboard Cite

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“…The challenging task of mastering two languages requires a high level of abstract cognitive processing (Hadi-Tabassum, 2005) and thus often leads to "increased cognitive skills, higher achievement in other academic areas, and higher standardized test scores" (Stewart, 2005, p. 13). This assertion is further supported by several studies that report higher levels of academic achievement for students who participate in DL programs than those in other bilingual programs or mainstream classes (Christian, 1994;Smith & Arnot-Hopffer, 1998;Thomas & Collier, 2003). Following almost 20 years of research on DL programs in large and small districts in 15 states, Collier and Thomas (2004) concluded that the DL model of education held "astonishing" potential for facilitating high levels of academic achievement in the students served under it.…”

Section: Dual Language Programsmentioning

confidence: 69%

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mentioning

confidence: 99%

A Template Analysis of Teacher Agency at an Academically Successful Dual Language School

Ray

2009

Journal of Advanced Academics

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Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English language learners (ELLs) and English-speaking students (Christian, 1994;Lessow-Hurley, 1991;Lindholm-Leary, 2001;Thomas & Collier, 2003). Nonetheless, there are many challenges on the path to actualizing the potential of DL programs, including societal pressures and unsupportive educational policies. Dual language teachers are at the forefront of this struggle to raise academic standards for an increasingly diverse student body. As such, those who are successfully navigating these challenges possess information that can inform the collective knowledge base on methods of supporting and enhancing high academic achievement for all learners. Using Bandura's (1989) notion of human agency, this case study examined the characteristics of teacher agency at an academically successful DL elementary school.The purpose of this research was to identify both the factors that inform teachers' sense of agency (antecedents) and the instrucat UNIV NEBRASKA LIBRARIES on April 9, 2015 summary Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school.

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“…One key observation about the state‐based graduation requirements for world language education is that they do not reflect the established best practices for cultivating second language proficiency. It is well known that in order for K–12 students to attain high levels of proficiency, they should start early in elementary education and continue in an articulated sequence, ideally with some form of immersion, through secondary school (Christian, ). Unfortunately, the maximum state requirement is 2 years of coursework, beginning at the high school level; while such experiences may motivate students to continue to study the language, they are not likely to attain high levels of proficiency.…”

Section: Discussionmentioning

confidence: 99%

Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

O'Rourke

Qiang

Rottman

2016

Foreign Language Annals

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In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K–12 education. Only seven states require the study of a world language other than English as a prerequisite for high school graduation for all students. The majority of states do not include world languages as a requirement for high school graduation, but almost half include world language coursework as an option of fulfilling an elective graduation requirement. Overall, while there are some positive developments, principally the Seal of Biliteracy initiative, world language education is not prioritized in state‐level policies. Continued efforts, possibly at the federal level, are required to maintain and promote world language education in the United States

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Two-Way Immersion Education: Students Learning through Two Languages

Cited by 44 publications

References 0 publications

The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools

The Unique Skills and Traits of Principals in One‐Way and Two‐Way Dual Immersion Schools

A Template Analysis of Teacher Agency at an Academically Successful Dual Language School

Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

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