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Frequently Asked Questions about TWI

How do at-risk students do in TWI Programs?

There are not many published studies on this topic, but as increasing numbers of at-risk students are being included in TWI programs, the knowledge base should increase. Here is one such study:

• Milian, M., & Pearson, V. (2005). Students with visual impairments in a dual-language program: A case study. Journal of Visual Impairment & Blindness, 99(11), 715-720.

We recommend this book as an overview of the topic:

• Genesee, F. H., Paradis, J., & Crago, M. B. (2004). Dual Language
  Development and Disorders. Baltimore, MD: Paul H. Brookes Publishing Co.

Here is some relevant research from the field of foreign language teaching and immersion:

• Ganschow, L., Sparks, R. L., Javorsky, J., & Patton, J. (1992). Factors relating to learning a foreign language among high- and low-risk high school students and students with learning disabilities. Applied Language Learning, 3(1-2), 37-63.
• Genesee, F. H. (1992). Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25(3).
• Holobow, N. E., Genesee, F., & Lambert, W. E. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.
• Pucci, S. L., & Ulanoff, S. H. (1998). What Predicts Second Language Reading Success? A Study of Home and School Variables. ITL, Review of Applied Linguistics, 121-122, 1-18.
• Schneider, E. (1996). Teaching Foreign Languages to At-Risk Learners (ERIC Digest EDO-FL-97-03).  Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
• Sparks, R. L., Ganschow, L., Javorsky, J., Pohlman, J., & Patton, J. (1992). Test comparisons among students identified as high- risk, low-risk, and learning disabled in high school foreign language courses. The Modern Language
  Journal, 76(2), 142-159.

On the topic of English language learners with special needs, we recommend these resources:

• Artiles, A. J. & Ortiz, A. A., eds. (2002). English Language Learners with
  Special Education Needs: Identification, Assessment, and Instruction. Washington, DC: Center for Applied Linguistics.
• Baca, L., & de Valenzuela, J. S. (1994). Reconstructing the Bilingual Special Education Interface. NCBE Program Information Guide Series No. 20. Washington, DC: National Clearinghouse for Bilingual Education.
• Genesee, F. H., Paradis, J., & Crago, M. B. (2004). Dual Language
  Development and Disorders. Baltimore, MD: Paul H. Brookes Publishing Co.
• CAL Resource Guide: English Language Learners with Special Needs
• NCELA Resources on Special Education

If you would like to contact a school with a large population of students at-risk due to poverty, you can use the Directory of Two-Way Immersion Programs to find contact information: from the Detailed Search Page, select “Between 51-75%” or “More than 76%” for “Native English speakers who qualify for free or reduced lunch” and/or “Minority language speakers who qualify for free or reduced lunch.”

 

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