TWI BILINGUAL PROGRAMS

TWI Bilingual Programs

ABSTRACT

Empirical studies on two-way bilingual immersion (TWBI) programs seem to provide promising data for ELLs receiving content instruction in their original language while acquiring a second language acquisition skill in classrooms where students are integrated with native English speakers. The goals of TWBI programs are for all students to become bilingual, biliterate, and "bicultural". This study examined the instructional strategies teachers used to develop "biliteracy" and cross-cultural competence in TWBI. First, the research synthesized how the teachers gained their knowledge-base and professional support to implement their strategies. Second, the data analysis described the successes and challenges in the teachers' instructional strategies to develop "biliteracy" and cross-cultural competence with ELLs and English Proficient students in their classrooms. Lastly, the study discussed how the teachers gained new insights about their practices based on their successes and challenges in their strategies. Results and discussion of the study demonstrated that teachers were very experienced and knowledgeable in TWBI practices and supported each other through planning and lesson development.

The Challenges in the Two-Way Immersion Bilingual Programs

Introduction

Two way immersion programs (TWI) are dual-language programs that target balanced numbers of English speakers and speakers of a language other than English, and they provide content area instruction through both languages to all students in combined classes. These programs are sometimes referred as bilingual immersion, dual-language immersion, two way immersions, or two way bilingual programs, and they combine the best features of immersion education for English speakers and of one way developmental bilingual programs for ELLs (Howard, 2003).

The goals of TWI programs are for all students, English speakers and ELLs, to become bilingual and "biliterate", achieve academically through both languages, and develop positive inter-group understanding and relations. They find two significant variants in TWI programs in the United States, which are referred to as the 90:10 model provides 90 percent of the content-area instruction in the non English language (for example Spanish) and 10 percent in English in the early elementary grades.

As students progress through the grade levels the amount of instruction in English increases to 50 percent in Spanish and 50 percent in English in the upper grades. The 50:50 models provide 50 percent of students' content area in instruction in Spanish and 50 percent in English across all grades. According to Thomas and Collier, well implemented TWI programs enable all students to develop oral and written expertise in two languages. Again, the key is implementation (De Jong, 2006).

TWI programs have attracted considerable attention and funding in the United States since the mid-1990s. Prior to 1990, the Department of Education's Title VII Program primarily funded transitional bilingual programs (Genesee, 2006). However, the Bilingual Education Act (Title VII) was reauthorized in 1994, and the new guidelines specified that up to 25 percent of the grant money could be used (or alternative forms of bilingual education. Furthermore, Rita Esquivel, the Director of the Office of Bilingual Education and Minority Language Affairs An 1994, was a strong supporter of dual language education and federal funds began to ...