By Bertha Perez
This publication describes the advance approach and dynamics of swap during enforcing a two-way bilingual immersion schooling application in university groups. the focal point is at the language and literacy studying of elementary-school scholars and on the way it is stimulated via mom and dad, lecturers, and policymakers. P?rez offers wealthy, hugely unique descriptions, either quantitative and qualitative, of the switch procedure on the colleges concerned, together with pupil language and fulfillment facts for 5 years of application implementation that have been used to check the elemental two-way bilingual concept, the categorical tuition interventions, and the actual school room tutorial practices. The contribution of changing into Biliterate: A examine of Two-Way Bilingual Immersion schooling is to supply a accomplished description of contextual and tutorial elements that will aid or prevent the attainment of winning literacy and pupil results in either languages. The research has huge theoretical, coverage, and functional educational relevance for the numerous different U.S. tuition districts with huge scholar populations of non-native audio system of English. This quantity is very appropriate 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 components.
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Extra info for Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
B I L I N G U A L A N D T W O - WAY B I L I N G U A L IMMERSION RESEARCH Two-way bilingual immersion education in the United States has been developed on the theoretical models of the Canadian immersion programs implemented there in the 1960s and 1970s (Genesee, 1987; Lambert & Tucker, 1972; Swain & Lapkin, 1982). Studies of immersion programs in Canada (Lambert & Tucker, 1972; Swain & Lapkin, 1982) show that students from majority language groups performed at high levels of second language proﬁciency while maintaining their home language.
The father worked odd jobs in the construction industry and the mother worked as a maid at one of the downtown tourist hotels. Jessica lived with her mother and grandparents in one of the small, single-family houses in the school attendance area. Her mother worked as a sales clerk in the nearby business district and felt more comfortable 1 2 1. LITERACY FOR MEXICAN AMERICAN CHILDREN speaking English. Jessica’s grandparents were bilingual, but reported that at home they spoke mostly Spanish. Both Antonio’s and Jessica’s parents were convinced that the only way to improve the lives of their children was by learning English, so the decision to allow their children to participate in the two-way bilingual immersion program was a very serious matter.
Two-way bilingual immersion programs that develop the heritage language and the ethnic culture of the students as well as the national language and culture may be a way to “create structures that would enable submerged voices to emerge” (Macedo, 1994, p. 4). In the case of the program described in this study, most of the English speakers shared an ethnic and cultural identity with the non-English speakers; that is, most of the students were Mexican or Mexican American. B I L I N G U A L A N D T W O - WAY B I L I N G U A L IMMERSION RESEARCH Two-way bilingual immersion education in the United States has been developed on the theoretical models of the Canadian immersion programs implemented there in the 1960s and 1970s (Genesee, 1987; Lambert & Tucker, 1972; Swain & Lapkin, 1982).