Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89.

Autor/inn/en	Christian, Donna; und weitere
Institution	ERIC Clearinghouse on Languages and Linguistics, Washington, DC.; Delta Systems Inc., McHenry, IL.; Center for Applied Linguistics, Washington, DC.
Titel	Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89.
Quelle	(1997), (135 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-887744-05-3
Schlagwörter	Academic Achievement; Administrative Organization; Classroom Communication; Classroom Environment; Classroom Techniques; Comparative Analysis; Curriculum Design; Educational History; Educational Strategies; Educational Technology; Elementary Secondary Education; Grouping (Instructional Purposes); Inservice Teacher Education; Institutional Characteristics; Language Role; Language Usage; Library Collections; Oral Language; Parent Participation; Program Descriptions; Program Design; Program Effectiveness; School Districts; Staff Utilization; Two Way Immersion Programs; Written Language + Suchen Sie Ihr Suchwort? Schulleistung; Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Lehrplangestaltung; History of education; Bildungsgeschichte; Lehrstrategie; Unterrichtsmedien; Grouping; Gruppenbildung; Lehrerfortbildung; Sprachgebrauch; Oral interpretation; Mündlicher Sprachgebrauch; Elternmitwirkung; Programme design; Programmaufbau; Programmplanung; School district; Schulbezirk; Deployment of labor; Deployment of labour; Personaleinsatz; Geschriebene Sprache
Abstract	This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter-American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC