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ERIC Number: EJ862572
Record Type: Journal
Publication Date: 2009-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 119
ISBN: N/A
ISSN: ISSN-1367-0050
Integration in Two-Way Immersion Education: Equalising Linguistic Benefits for All Students
de Jong, Ester; Howard, Elizabeth
International Journal of Bilingual Education and Bilingualism, v12 n1 p81-99 Jan 2009
As bilingual enrichment programmes that integrate language majority and language minority students, two-way immersion (TWI) programmes have the potential to overcome the harmful effects of segregation and remedial education that are the frequent byproducts of educational programmes for native speakers of languages other than English. Native/non-native speaker integration is considered essential in these programmes to achieve positive academic, linguistic and cross-cultural outcomes for all students, but these benefits have been largely assumed by educators and programme developers. The purpose of this paper is to critically examine the distribution of the linguistic benefits of student integration in TWI classrooms. We argue that, in the absence of a bilingual perspective that takes into consideration issues of differential language status and language acquisition contexts, TWI classrooms may fail to optimise language learning opportunities for all students, particularly for language minority students and in the minority language. We conclude by highlighting programmatic and instructional features that serve to equalise the linguistic benefits of these integrated classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A