Two-Way Bilingual Education: Students Learning through Two Languages. Final Report.

Autor/inn/en	Christian, Donna; Montone, Chris; Carranza, Isolda; Lindholm, Kathryn; Proctor, Patrick
Institution	National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.; Center for Applied Linguistics, Washington, DC.
Titel	Two-Way Bilingual Education: Students Learning through Two Languages. Final Report.
Quelle	(1996), (186 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Classroom Techniques; Elementary Secondary Education; English (Second Language); Institutional Characteristics; Language Role; Language Usage; Native Language Instruction; Program Descriptions; Program Design; Program Effectiveness; Second Language Instruction; Student Behavior; Teacher Behavior; Two Way Immersion Programs + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Native language education; Muttersprachlicher Unterricht; Programme design; Programmaufbau; Programmplanung; Fremdsprachenunterricht; Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten
Abstract	The report presents results of a study of elementary and secondary school two-way bilingual immersion programs that focused on the program and contextual factors affecting student learning, student and teacher language use in the classroom, and teaching strategies used to promote target language use and increase language proficiency. The study included a survey of 182 schools in 19 states offering two-way bilingual education (results are summarized here) and case studies of 3 elementary school programs: Francis Scott Key Elementary School (Arlington, Virginia); River Glen Elementary School (San Jose, California); and Inter-American Magnet School (Chicago, Illinois). The case studies detail program design and components, school and district characteristics, program history, learning environment, instructional strategies, teacher classroom behaviors, student language use, student outcomes, and the program's impact on the students and the school community. Contains 39 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC