Two- Way Immersion has “become an increasingly popular way to attract public support for multilingualism” (123). In this program, not only are CLD students learning one language, but the native speakers are learning another language as well. Since this program is cross- cultural and is multilingual, CLD students tend to have higher achievement levels than in just L2 alone. This section also discussed how this program facilitates CLD students becoming more proficient in L2 if they have a strong foundation built in L1. It is critical that a lesson is never retaught in the other language, rather the content can be spiraled. There are many factors to the success of this program. Success stems from the following:
- instruction that is grounded in the core academic curriculum
- a minimum of 4-6 years of bilingual instruction
- language arts instruction in both languages that target all 4 aspects of literacy development
- instructional separation of the 2 languages
- instruction in the non- English language for at least 50% of the time
- Support and understanding of the program from administration
- additive bilingual learning environment
- high levels of parent involvement
- highly qualified instructional personnel
This is the most effective model discussed in chapter 4. However, there are concerns. Some concerns into student involvement and retention, parental support, and due to inappropriate modifications for native speakers, CLD students “may be shortchanged in their L1 development” (125).
This video shows a school that implements a Two- Way Immersion program and its importance.
http://www.youtube.com/watch?v=i-TMa8ZObl4
This second link is to a “Two Way Immersion Toolkit”. It address program design and planning, classroom instruction, and parental involvement
Herrera, Socorro G., & Murry, Kevin G. (2011). Mastering
ESL and bilingual methods: differentiated instruction for
culturally and linguistically diverse (CLD) students. Boston, MA: Pearson Education,
Inc.
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