ERIC Number: ED439616
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Implementing Two-Way Immersion Programs in Secondary Schools. Educational Practice Report 5.
Montone, Christopher L.; Loeb, Michael I.
Elementary two-way immersion (TWI) programs continue to proliferate throughout the United States, but the number of successfully implemented secondary TWI programs remains small. Many districts with TWI cohorts that are reaching the upper elementary grades must now make complex decisions about whether and how to extend their programs into middle school and high school. For this report, telephone interviews were conducted with project coordinators from seven schools that have secondary TWI programs; the information presented is anecdotal and self-reported. The number of secondary TWI programs in operation is small, and there is no existing research base evaluating their effectiveness. Responses provide a preliminary sense of the key challenges confronting TWI programs operated above the elementary level along with some experience-based options for meeting these challenges. Issues addressed include the following: program planning; language distribution, curriculum, and materials; student participation and motivation; attrition and late entries; student scheduling; teams, clusters, and houses; staffing; transportation; and parent involvement. A general overview of each problem is included. (Author/KFT)
Descriptors: English (Second Language), Interviews, Language of Instruction, Parent Participation, Program Development, Program Implementation, Second Language Instruction, Second Language Learning, Secondary Education, Spanish Speaking, Student Participation, Two Way Immersion Programs
Dissemination Coordinator, CREDE, Center for Applied Linguistics, 4646 40th Street, NW, Washington, DC 20016-1859. Tel: 202-362-0700; e-mail: firstname.lastname@example.org.
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.