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ERIC Number: ED473082
Record Type: RIE
Publication Date: 2002
Pages: 30
Abstractor: N/A
Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level. Educational Practice Report.
Howard, Elizabeth R.; Christian, Donna
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 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 first-hand 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 cross-cultural 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 (e.g., definition and goals, criteria for success, and instructional strategies); variable program features (e.g., setting, model, and language distribution); and advice from existing programs (e.g., planning, staffing, and parent involvement). (Contains 31 references.) (SM)
University of California, Santa Cruz, 1156 High Street, Santa Cruz, CA 95064 ($5). Tel: 831-459-3500; Fax: 831-459-3502; e-mail:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.
Grant or Contract Numbers: N/A