By Bertha Perez
This booklet describes the improvement approach and dynamics of swap during enforcing a two-way bilingual immersion schooling application in university groups. the point of interest is at the language and literacy studying of elementary-school scholars and on the way it is encouraged by way of mom and dad, lecturers, and policymakers. P?rez presents wealthy, hugely certain descriptions, either quantitative and qualitative, of the swap procedure on the faculties concerned, together with pupil language and success info for 5 years of application implementation that have been used to check the fundamental two-way bilingual concept, the categorical university interventions, and the actual lecture room educational practices. The contribution of turning into Biliterate: A learn of Two-Way Bilingual Immersion schooling is to supply a finished description of contextual and educational components that would aid or prevent the attainment of profitable literacy and scholar results in either languages. The research has large theoretical, coverage, and useful educational relevance for the various different U.S. university districts with huge scholar populations of non-native audio system of English. This quantity is extremely correct for researchers, instructor educators, and graduate scholars in bilingual and ESL schooling, language coverage, linguistics, and language schooling, and as a textual content for master's- and doctoral-level sessions in those parts.
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Additional resources for Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
In reality, the speakers of the majority language, or English, participating in two-way bilingual immersion education come from diverse ethnicities. The Center for Applied Linguistics (2002) reported that the English speakers in 54% of the two-way programs surveyed had a mixture of ethnicities. The more diverse the state, the more diversity exists in the English speakers; thus, in California, 66%, and in New York, 60% of the programs reported that the English speakers did not represent one racial or ethnic majority.
Texas had the highest percentage of programs, 75%, with native English speakers who are Latinos. Given the diversity of students participating in two-way bilingual immersion education, for Hispanic and other language minority communities, it could be a way to renew and reclaim their mother tongue. Skutnabb10 Lambert and Tucker (1972) and Lambert (1984) ﬁrst made this argument with regard to immersion in English for Canadian francophones, arguing that it would “place their language and their cultural identity in jeopardy” because of the political and social relationships of the anglophone and francophone communities.
Náñez et al. (1992) attributed ﬁndings of research studies conducted prior T W O - WAY B I L I N G U A L I M M E R S I O N E D U C AT I O N 11 to the 1960s to the political agenda, which “inﬂuenced psychometric researchers of the period to produce a steady ﬂow of studies indicating that bilinguality hinders cognitive processes” (p. 45). They also examined conditions under which negative cognitive results were found and reported that these were when the second language such as English was “both the dominant and prestigious language .