The Rich Promise of Two-Way Immersion

Autor/in	Lindholm-Leary, Kathryn J.
Titel	The Rich Promise of Two-Way Immersion
Quelle	In: Educational Leadership, 62 (2005) 4, S.56-59 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Immersion Programs; English (Second Language); Second Language Learning; Bilingualism; Academic Achievement; Bilingual Education; Oral Language; Language Skills; Literacy; Language Proficiency; Cultural Awareness; Student Attitudes; Program Effectiveness; Student School Relationship; Teaching Models; Educational Demand; Language of Instruction; High Achievement; Spanish Speaking + Suchen Sie Ihr Suchwort? Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Schulleistung; Bilingual teaching; Bilingualer Unterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Language skills; Cultural identity; Kulturelle Identität; Schülerverhalten; Schüler-Lehrer-Beziehung; Lehrmodell; Bildungsanforderung; Bildungsnachfrage; Teaching language; Unterrichtssprache
Abstract	A key to closing the achievement gap between students who come to school speaking a language other than English and native English speakers is adoption of two-way bilingual immersion (TWBI) programs. The bilingual immersion approach fosters excellent academic achievement and positive school attitudes in students of any ethnicity who participate. It also makes students comfortable and competent in other cultures. Lindholm-Leary details the key features that make up different TWBI programs, notably the amount of instructional time spent in English and the time spent on the target language at various grades. Convincing evidence shows favorable outcomes of TWBI programs in terms of true oral and reading/writing bilingualism, high academic achievement comparable to or better than that of students in English-only curriculums, and improved attitudes toward studying and staying in school. (Contains 1 figure.) (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10