"Bilingual Teacher: Dual Language Immersion Schools".University of California Irvine. October 2013. Web. 4 December 2013
Giving a background to bilingual education and the changes that have taken place in California state legislature gives a different and important perspective to dual language education. The University of Irvine gives a description of who this program is for, what it does for students involved, the demands for such programs, the eagerness of parents to enroll their children, the main goals of the programs, and the opportunities it brings for students. There are also helpful links to other websites and videos that give more insight into the benefits of dual language programs and bilingual education.
Chen, Grace. "Full Language Immersion Programs in Public Schools." Public School Review. Web. 4 Dec. 2013.
Grace Chen begins her article by discussing the difficulties of learning a second language and how overwhelming the process can be. Chen introduces Immersion schools, which are one of the many successful programs designed to help individuals acquire a second language without giving up their native language. She explains how students can excel from these programs and suggests that students that are younger have a much better change at success through this program. Chen pulls in outside research to help her claim by stating that children develop literacy in Immersion programs and develop complete understanding of their foreign language. This article continues with many pros about the effectiveness of Immersion programs on non-native students and gives a list of what adults should expect when placing their children in these programs. Lastly, Chen provides her readers a list of month-to-month step processes that students of immersion programs will learn as they move towards acquisition.
Collier, Virginia P. and Wayne P. Thomas."Astounding Effectiveness".NABE Journal of Research and Practice, 2:1 Winter (2004): 1-20. Web. 11 December 2013. The authors of this article are examining the effectiveness and the positive outcomes for students within this type of school reforms. They examined both models of the for this type of education in both one-way and two-way programs. They come to understand how this type of education closes the gap in success among grade levels. They go over the differences between one-way and two-way immersion programs and how each are individually beneficial. This is relevant to our research statement because it specifically addresses the effectiveness of dual immersion programs by providing students outcomes and benefactors which we are trying to answer.
Howards, Elizabeth R., and Michael I. Loeb. "CAL: Digests: In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences." CAL: Digests: In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences. Center for Applied Linguistics, Dec. 1998. Web. 09 Dec. 2013.
This article is divided into 4 sections: it provides a general overview of how programs have improved and how incorporating the program has affected classrooms. Then, it provides the statistics of the gender, experience of teachers of Dual Immersion, as well as the ethnicity of the students and teachers in the program. The article furthermore continues to reflect on the effectiveness of Dual Immersion by providing what teachers believe to be the benefits and challenges of dual immersion, as well as their suggestions to improve the program. Finally, the article ends with suggestions to new instructors teaching in dual immersion programs. This article is important to our research question because readers get to see what occurs in the classrooms from the perspectives of teachers of different populations, which will show the consistency of programs/benefits/limitations/statistics/opinions across demographic
Howards, Elizabeth, R., and Julie Sugarman. "CAL: Digests: Two-Way Immersion Programs: Features and Statistics." CAL: Digests: Two-Way Immersion Programs: Features and Statistics. Center for Applied Linguistics, Mar. 2001. Web. 09 Dec. 2013
This information comes from answers to a questionnaire from which representatives of programs listed within the article responded. The article is divided into 8 sections: an overview, program location, languages of instruction, program models and literacy instruction, student demographics, racial/ethnic diversity, socioeconomic status, and staffing. This article is useful because it is very detailed based on the information that it provides, such as how programs vary by their location, the students, programs, staff, and how these programs are funded.
Lindholm-Leary, Kathryn. “The Rich Promise of Two-Way Immersion.” Association for Supervision of Curriculum Development. Web. 4 Dec. 2013.
Lindholm-Leary's argues that two-way bilingual immersion programs not only help second language learner's acquisition, but they also help bring awareness to their cultures and provide academic confidence. She focuses her article on how these programs help benefit individuals in the job force and to adjust to changes in the world. There is a list of the major reasons for students to be bilingual, which revolve around the ideas of how The United State's demographic landscape is ever changing along with its workforce, and with how bilingual education leads to academic achievements. Lindholm-Leary states that students that are bilingual have skills that enable them to take advantage of more career opportunities than those who are native to only one language. To end her piece, she provides a list of factors of individuals who have successfully benefited from the two-way immersion programs.
"Two-Way Immersion".Center for Applied Linguistics. 2013. Web. 4 December 2013.
The Center for Applied Linguistics, like the CDE's website although in much deeper terms, explains what Language Immersion programs are, the goal behind this method of education, and what it does for students. There are many different tabs that lead readers to areas of interest such as a directory of California programs, guiding principles, and frequently asked questions. This website is a useful tool to gain a much deeper understanding of dual immersion programs. There is a breakdown of what dual language education is and what a two-way immersion program is within this type of bilingual education. There is a glossary of related terms that can be useful for those navigating throughout the website and trying to gain further insight into this type of education, which can help make the understanding and reading on this website, as well as any information related to bilingual education, easier and a lot more useful.
"Two-Way Language Immersion".California Department of Education. 4 November 2012. Web. 4 December 2013.
This website is a helpful tool that breaks down the answers of frequently asked question in regards to Two-Way Language Immersion programs. It explains in simpler terms what the program entails, who it may be for, how to apply to be a part of a language immersion program, the different models and percentage of target language used in which a school can teach language. The article also explains the program's effectiveness, as well as other helpful answers to introduce parents and those within the community what immersion programs are.
Unger, Megan. Equalizing the Status of Both Languages in a Dual Immersion School The Center for Advanced Research on Language Acquisition. 29 March 2013. Web. 4 December 2013.
Megan Unger begins her article by introducing some comments made by her kindergarten students from a dual immersion school. The school where she teaches is a 50/50 immersion program--even at a kindergarten level. 50/50 instruction means that half of the time instruction is taught in English and the other half in Spanish. Then Unger moves on by letting the reader know how dual immersion education all started and why it is beneficial. There are some challenges with dual immersion programs that she talks about in detail but she also strongly believes that dual immersion education is extremely beneficial and successful for all students. One of the reasons why Unger feels this way it's because students are being taught that both languages are equally valued. This article is very important for our research question because it is important to see how and why these types of programs are beneficial.
What is Dual Immersion? Teton County School District. 2013. Web. 4 December 2013.
This website focuses on defining what dual immersion is and who it is for. As a whole, it provides a general understanding of what dual immersion is, the characteristics of dual immersion programs, and the different designs that these programs can offer. This website also lets the reader know of many myths and misconceptions of dual immersion programs. This website is very useful for our research question because it gives us an overview of what dual immersion is and why it is important for students to have these types of programs. Many times people are misled on what these programs are and who they are for, so the myths and misconceptions that are a part of the website are very important.
"Bilingual Teacher: Dual Language Immersion Schools".University of California Irvine. October 2013. Web. 4 December 2013
Giving a background to bilingual education and the changes that have taken place in California state legislature gives a different and important perspective to dual language education. The University of Irvine gives a description of who this program is for, what it does for students involved, the demands for such programs, the eagerness of parents to enroll their children, the main goals of the programs, and the opportunities it brings for students. There are also helpful links to other websites and videos that give more insight into the benefits of dual language programs and bilingual education.
Chen, Grace. "Full Language Immersion Programs in Public Schools." Public School Review. Web. 4 Dec. 2013.
Grace Chen begins her article by discussing the difficulties of learning a second language and how overwhelming the process can be. Chen introduces Immersion schools, which are one of the many successful programs designed to help individuals acquire a second language without giving up their native language. She explains how students can excel from these programs and suggests that students that are younger have a much better change at success through this program. Chen pulls in outside research to help her claim by stating that children develop literacy in Immersion programs and develop complete understanding of their foreign language. This article continues with many pros about the effectiveness of Immersion programs on non-native students and gives a list of what adults should expect when placing their children in these programs. Lastly, Chen provides her readers a list of month-to-month step processes that students of immersion programs will learn as they move towards acquisition.
Collier, Virginia P. and Wayne P. Thomas."Astounding Effectiveness".NABE Journal of Research and Practice, 2:1 Winter (2004): 1-20. Web. 11 December 2013.
The authors of this article are examining the effectiveness and the positive outcomes for students within this type of school reforms. They examined both models of the for this type of education in both one-way and two-way programs. They come to understand how this type of education closes the gap in success among grade levels. They go over the differences between one-way and two-way immersion programs and how each are individually beneficial. This is relevant to our research statement because it specifically addresses the effectiveness of dual immersion programs by providing students outcomes and benefactors which we are trying to answer.
Howards, Elizabeth R., and Michael I. Loeb. "CAL: Digests: In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences." CAL: Digests: In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences. Center for Applied Linguistics, Dec. 1998. Web. 09 Dec. 2013.
This article is divided into 4 sections: it provides a general overview of how programs have improved and how incorporating the program has affected classrooms. Then, it provides the statistics of the gender, experience of teachers of Dual Immersion, as well as the ethnicity of the students and teachers in the program. The article furthermore continues to reflect on the effectiveness of Dual Immersion by providing what teachers believe to be the benefits and challenges of dual immersion, as well as their suggestions to improve the program. Finally, the article ends with suggestions to new instructors teaching in dual immersion programs. This article is important to our research question because readers get to see what occurs in the classrooms from the perspectives of teachers of different populations, which will show the consistency of programs/benefits/limitations/statistics/opinions across demographic
Howards, Elizabeth, R., and Julie Sugarman. "CAL: Digests: Two-Way Immersion Programs: Features and Statistics." CAL: Digests: Two-Way Immersion Programs: Features and Statistics. Center for Applied Linguistics, Mar. 2001. Web. 09 Dec. 2013
This information comes from answers to a questionnaire from which representatives of programs listed within the article responded. The article is divided into 8 sections: an overview, program location, languages of instruction, program models and literacy instruction, student demographics, racial/ethnic diversity, socioeconomic status, and staffing. This article is useful because it is very detailed based on the information that it provides, such as how programs vary by their location, the students, programs, staff, and how these programs are funded.
Lindholm-Leary, Kathryn. “The Rich Promise of Two-Way Immersion.” Association for Supervision of Curriculum Development. Web. 4 Dec. 2013.
Lindholm-Leary's argues that two-way bilingual immersion programs not only help second language learner's acquisition, but they also help bring awareness to their cultures and provide academic confidence. She focuses her article on how these programs help benefit individuals in the job force and to adjust to changes in the world. There is a list of the major reasons for students to be bilingual, which revolve around the ideas of how The United State's demographic landscape is ever changing along with its workforce, and with how bilingual education leads to academic achievements. Lindholm-Leary states that students that are bilingual have skills that enable them to take advantage of more career opportunities than those who are native to only one language. To end her piece, she provides a list of factors of individuals who have successfully benefited from the two-way immersion programs.
"Two-Way Immersion".Center for Applied Linguistics. 2013. Web. 4 December 2013.
The Center for Applied Linguistics, like the CDE's website although in much deeper terms, explains what Language Immersion programs are, the goal behind this method of education, and what it does for students. There are many different tabs that lead readers to areas of interest such as a directory of California programs, guiding principles, and frequently asked questions. This website is a useful tool to gain a much deeper understanding of dual immersion programs. There is a breakdown of what dual language education is and what a two-way immersion program is within this type of bilingual education. There is a glossary of related terms that can be useful for those navigating throughout the website and trying to gain further insight into this type of education, which can help make the understanding and reading on this website, as well as any information related to bilingual education, easier and a lot more useful.
"Two-Way Language Immersion".California Department of Education. 4 November 2012. Web. 4 December 2013.
This website is a helpful tool that breaks down the answers of frequently asked question in regards to Two-Way Language Immersion programs. It explains in simpler terms what the program entails, who it may be for, how to apply to be a part of a language immersion program, the different models and percentage of target language used in which a school can teach language. The article also explains the program's effectiveness, as well as other helpful answers to introduce parents and those within the community what immersion programs are.
Unger, Megan. Equalizing the Status of Both Languages in a Dual Immersion School The Center for Advanced Research on Language Acquisition. 29 March 2013. Web. 4 December 2013.
Megan Unger begins her article by introducing some comments made by her kindergarten students from a dual immersion school. The school where she teaches is a 50/50 immersion program--even at a kindergarten level. 50/50 instruction means that half of the time instruction is taught in English and the other half in Spanish. Then Unger moves on by letting the reader know how dual immersion education all started and why it is beneficial. There are some challenges with dual immersion programs that she talks about in detail but she also strongly believes that dual immersion education is extremely beneficial and successful for all students. One of the reasons why Unger feels this way it's because students are being taught that both languages are equally valued. This article is very important for our research question because it is important to see how and why these types of programs are beneficial.
What is Dual Immersion? Teton County School District. 2013. Web. 4 December 2013.
This website focuses on defining what dual immersion is and who it is for. As a whole, it provides a general understanding of what dual immersion is, the characteristics of dual immersion programs, and the different designs that these programs can offer. This website also lets the reader know of many myths and misconceptions of dual immersion programs. This website is very useful for our research question because it gives us an overview of what dual immersion is and why it is important for students to have these types of programs. Many times people are misled on what these programs are and who they are for, so the myths and misconceptions that are a part of the website are very important.