Bilingual education in the United States: an historical overview and examination of two-way immersion

Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language. In this paper, five types of bilingual ed...

Full description

Saved in:
Bibliographic Details
Published in:Educational review (Birmingham) 2015-04, Vol.67 (2), p.236-252
Main Authors: Kim, Yoon Kyong, Hutchison, Lindsey A., Winsler, Adam
Format: Article
Language:English
Subjects:
Academic achievement
Akan language
American English
Bilingual education
Children
Education policy
Education systems
English (Second Language)
English as a second language instruction
English language
English language learners
Historical analysis
immigrants/migrants
Language
Language instruction
Languages
Native language
Native language acquisition
Program implementation
Second language
Second Language Instruction
Students
Teaching
U.S.A
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language. In this paper, five types of bilingual education implemented in the United States are reviewed: submersion, English as a second language instruction; transitional bilingual education; maintenance bilingual education; two-way immersion (TWI), with TWI programs being the focus for most of the paper. A brief history of the policy evolution of bilingual education in the United States is provided. Research reviewed suggests that compared to students exposed to other programs, students in TWI programs are better off in terms of achievement and in L1 and L2 development. Although benefits of TWI programs are demonstrated, limitations of the current research also exist, and are discussed. Challenges implementing TWI programs are discussed and policy recommendation are included.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131911.2013.865593