Two-Way Immersion Education: Students Learning Through Two Languages  

Oleh:

CHRISTIAN, DONNA

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 80 no. 1 (Jan. 1996), page 66-76.
Fulltext: Vol 80 no 1 pp.66-76.pdf (335.0KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/MLJ/80 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

In growing number of schools in the U.S., students are learning through two languages in programs that aim to develop dual language proficiency along with academic achievement. These two-way immersion programs integrate language minorirt and language majority students and provide content ares instruction and language development in two languages. This article provides a picture of the current state of two-way immersion education in the U.S. based on a study (undertaken between 1991 and 1994) of over 160 schools. Two-way programs typically share the goals of bilingual proficiency, academic achievement and positive crossculture attitudes and behaviors, but they vary a good deal in the approaches and strategies they use to work toward those goals. A host of local factors affect such issues as student enrollment, program design, and instructional features. Emerging results of studies of two-way immersion programs point to their effectiveness in educating nonnative English-speaking students, their promise of expanding our nation's language resources by conserving the native language (L1) skills of minority students and developing second language (L2) skills in English-speaking students, and their hope of improving relationships between majority and minority groups by enhancing crossculture understanding and appreciation.

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