Bibliography of Two-Way Immersion Research Literature

Section 3: Academic Achievement

Acosta, B. D. (2005, November). Does reading approach matter in two-way immersion programs? ACIE Newsletter: The Bridge, 1-8.

Ajuria, A. A. (1994). An Exploration of Classroom Activity and Student Success in a Two-Way Bilingual and in a Mainstream Classroom. Unpublished doctoral dissertation, Boston College, Boston, MA.

Alanís, I. (1998). A Descriptive Analysis of a Texas Two-Way Bilingual Program and its Effects on Fifth-Grade Academic and Linguistic Achievement. Unpublished doctoral dissertation, University of Texas, Austin, TX.

Alanís, I. (2000). A Texas Two-way Bilingual Program: Its Effects on Linguistic and Academic Achievement. Bilingual Research Journal, 24(3), 225-248.

Alanís, I., & Rodriguez, M. A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7(4), 305-319.

Baecher, R. (1989). Links Between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 310629).

Baecher, R. E., & Coletti, C. D. (1988). Two-Way Bilingual Program Effects. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Houston, TX. (ERIC Document Reproduction Service No. ED 295477).

Baralis, C. L. (2009). The long-term effects of a K-5 dual language program on middle school student achievement and biculturalism. Unpublished doctoral dissertation, Hofstra University, Hempstead, NY.

Barnett, W. S., Yarosz, D. J., Thomas, J., Jung, K., & Blanco, D. (2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 227-293.

Beeman, M. M. (1993). A Longitudinal Study of Academic Language Proficiency and Crosslinguistic Transfer in Hispanic Students in a Dual Language Program. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Black, J. M. (2008). Academic self-concept, subjective task value, and beliefs about intelligence in dual-language and English-only elementary school students. Unpublished doctoral dissertation, Stanford University.

Blankenship, J. (2002). The Gift of Two Languages: A Spanish Immersion Program Brings Government Hill Elementary Back from the Brink. Northwest Education, 8(1), 34-39.

Castillo, C. T. (2001). The Effects of a Dual Language Education Program on Student Achievement and Development of Leadership Abilities. Unpublished doctoral dissertation, Our Lady of the Lake University, San Antonio, TX.

Cazabon, M., Lambert, W. E., & Hall, G. (1993). Two-way bilingual education: A progress report on the Amigos program (Research Report 7). Santa Cruz, CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.

Cazabon, M., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the Amigos two-way immersion program (Research Report 3). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Christian, D., Montone, C., Lindholm, K., & Carranza, I. (1997). Profiles in two-way immersion education. McHenry, IL: Delta Systems.

Clayton, S. E. (1993). Language Policy and Equal Status: A Change from Monolingualism to Bilingualism in a Small District in California. Unpublished doctoral dissertation, San Diego State University, San Diego, CA.

Cobb, B., Vega, D., & Kronauge, C. (2009). Effects of an elementary dual language immersion school program on junior high school achievement. In D. L. Hough (Ed.), Middle grades research: Exemplary studies linking theory to practice. (pp. 1-20). Charlotte, NC: Information Age Publishing.

Collier, V. (1992). A Synthesis of Studies Examining Long-Term Language Minority Student Data on Academic Achievement. Bilingual Research Journal, 16(1&2), 187-212.

Collier, V. P., & Thomas, W. P. (2004). The Astounding Effectiveness of Dual Language Education for All. NABE Journal of Research and Practice, 2(1), 1-20.

Collier, V. P., & Thomas, W. P. (2009). Educating English learners for a transformed world. Albuquerque, NM: Fuente Press.

Cox, N. K. (2009). Reading achievement of English language learners in 50/50 and 90/10 two-way dual language programs. Unpublished doctoral dissertation, Texas A&M University, College Station, TX.

Coy, S., & Litherland, L. (2000). From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High Poverty Elementary Schools. (ERIC Document Reproduction Service No. ED 446450).

de Jong, E. J. (2002). Effective Bilingual Education: From Theory to Academic Achievement in a Two-Way Bilingual Program. Bilingual Research Journal, 26(1).

Dietzler, H. T. (2008). Comparing the influence of teaching behaviors on reading achievement of English language learners. Unpublished doctoral dissertation, East Carolina University, Greenville, NC.

Dow, P. A. (2009). Dual-language education: A longitudinal study of students' achievement in an El Paso county, Texas school district. Unpublished doctoral dissertation, University of Texas at El Paso.

Galvan-Luis, S. (2010). The impact of bilingual education on academic achievement and language development of third grade English language learners in Texas. Unpublished doctoral dissertation, Texas A&M University, Corpus Christi.

Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism and second language learning. Baltimore, MD: Brookes Publishing Company.

Gilbert, S. M. (2001). The Impact of Two-Way Dual Language Programs on Fourth-Grade Students: Academic Skills in Reading and Math, Language Development, and Self-Concept Development. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.

Gonzalez, M. (2003). An input-throughput-output analysis of a two-way immersion language program: The case of California's largest elementary school district. Unpublished doctoral dissertation, University of California, Santa Barbara.

Howard, E. R. (2003). Biliteracy development in two-way immersion education programs: A multilevel analysis of the effects of native language and home language use on the development of narrative writing ability in English and Spanish. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Howard, E. R., Christian, D., & Genesee, F. (2003). The development of bilingualism and biliteracy from grade 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education (Research Report 13). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Howard, E. R., Sugarman, J., & Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research (Report No. 63). Baltimore, MD: Center for Research on the Education of Students Placed At Risk.

Kaptain, H. J. (2011). Primary students' proficiency and achievement: The difference two-way immersion programs can make. Unpublished doctoral dissertation, Iowa State University, Ames.

Kirk Senesac, B. V. (2002). Two-Way Bilingual Immersion: A Portrait of Quality Schooling. Bilingual Research Journal, 26(1).

Kohne, L. E. (2006). Two-way language immersion students: How do they fare in middle and high school? Unpublished doctoral dissertation, University of California, Irvine and Los Angeles.

Kortz, W. J., Jr. (2002). Measuring the Effects of the Accelerated Reader Program on Third Grade English Language Learners' Reading Achievement in Dual Language Programs. Unpublished doctoral dissertation, Sam Houston State University, Huntsville, TX.

Krause, E. E. M. (1999). Two-Way Bilingual Education: Analysis of an Inner-City Program. Unpublished doctoral dissertation, University of Wisconsin, Milwaukee, WI.

Landron, A. (2009). A comparative analysis of school membership and ethnic identity between dual language and English as a second language instruction. Unpublished doctoral dissertation, St. John's University, New York.

Lindholm, K., & Aclan, Z. (1991). Bilingual Proficiency as a Bridge to Academic Achievement: Results from Bilingual/Immersion Programs. Journal of Education, Boston University School of Education, 173, 71-80.

Lindholm, K., & Aclan, Z. (1993). Relationships among Psychosocial Factors and Academic Achievement in Bilingual Hispanic and Anglo Students. Paper presented at the Annual Conference of the American Educational Research Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 360845).

Lindholm, K., & Fairchild, H. (1988). Evaluation of an "Exemplary" Bilingual Immersion Program (Technical Report TR13). Los Angeles, CA: University of California. (ERIC Document Reproduction Service No. ED 307820).

Lindholm, K., & Fairchild, H. H. (1990). Evaluation of an Elementary School Bilingual Immersion Program. In A. Padilla, H. Fairchild & C. Valadez (Eds.), Bilingual Education: Issues and strategies (pp. 126-136). Newbury Park, CA: Sage Publications.

Lindholm-Leary, K. (2001). Dual language education. Clevedon, England: Multilingual Matters.

Lindholm-Leary, K. (2011). Student outcomes in Chinese two-way immersion programs: Language proficiency, academic achievement, and student attitudes. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 81-103). Bristol, UK: Multilingual Matters.

Lindholm-Leary, K., & Block, N. (2010). Achievement in predominantly low SES/Hispanic dual language schools. International Journal of Bilingual Education and Bilingualism, 13(1), 43-60.

Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (Research Report 10). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Lindholm-Leary, K., & Borsato, G. (2001). Impact of Two-Way Bilingual Elementary Programs on Students' Attitudes Toward School and College (ERIC Digest EDO-FL-02-01). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available: http://www.cal.org/resources/digest/0201lindholm.html.

Lindholm-Leary, K. J. (2011). Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs. Journal of Multilingual & Multicultural Development, 32(6), 531-545.

Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29(3), 641-652.

Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes. In R. Hoosain & F. Salili (Eds.), Language in Multicultural Education. Greenwich, CT: Information Age Publishing.

Lindholm-Leary, K. J., & Howard, E. R. (2008). Language development and academic achievement in two-way immersion programs. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education (pp. 177-200). Oxford, UK: Blackwell.

Lucido, F., & McEachern, W. (2000). The Influence of Bilingualism on English Reading Scores. Reading Improvement, 37(2), 87-91.

Mahrer, C., & Christian, D. (1993). A Review of Findings from Two-Way Bilingual Education Evaluation Reports. Santa Cruz, CA and Washington DC: National Center for Research on Cultural Diversity and Second Language Learning. (ERIC Document Reproduction Service No. ED 382021).

Maxwell, K. M. (2002). Achievement and perceptions of African American students in a two-way immersion program. Unpublished doctoral dissertation, University of Maryland, Baltimore County.

McGuire, P. (1998). A Comparison of Student Performance in Two-Way Immersion Versus Traditional Kindergarten Programs. Unpublished doctoral dissertation, University of Southern California, Los Angeles, CA.

Moraga, O. G. (2011). The biliteracy achievement of Latino English learners in two-way immersion elementary programs. Unpublished doctoral dissertation, Loyola Marymount University, Los Angeles, CA.

Myers, M. L. (2009). Achievement of children identified with special needs in two-way Spanish immersion programs. Unpublished doctoral dissertation, The George Washington University, Washington, DC.

Nascimento, F. C. (2011). Differences in achievement between students enrolled in a transitional, early exit bilingual program and in a dual language two-way immersion bilingual program: A pilot study. Unpublished doctoral dissertation, Fairleigh Dickinson University, Madison, NJ.

Nicoladis, E., Taylor, D., Lambert, W. E., & Cazabon, M. (1998). What Two-Way Bilingual Programmes Reveal About the Controversy Surrounding Race and Intelligence. International Journal of Bilingual Education and Bilingualism, 1(2), 134-148.

Núñez, M. A. (1994). Corima: A Bilingual Experiment in the Tarahumara Region in the State of Chihuahua, Mexico How Does It Measure against Transitional Bilingual Programs in the United States? Washington, DC: Center for International Education. (ERIC Document Reproduction Service No. ED 398107).

Pagan, C. R. (2005). English learners' academic achievement in a two-way versus a structured English immersion program. Unpublished doctoral dissertation, Teachers College, New York.

Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development & disorders: A handbook on bilingualism and second language learning (2nd ed.). Baltimore, MD: Brookes Publishing Company.

Perez, M. H. (2010). A quantitative analysis of the achievement of children with special needs in two-way immersion programs and English as a second language in Texas. Unpublished doctoral dissertation, Texas A&M University, Kingsville.

Quintanar-Sarellana, R. (2004). Si Se Puede! Academic Excellence and Bilingual Competency in a K-8 Two-Way Dual Immersion Program. Journal of Latinos and Education, 3(2), 87-102.

Rolstad, K. K. (1998). Language Minority Children in a Third Language Immersion Context: Evidence for Educational Enrichment (Language Immersion, Submersion Damage). Unpublished doctoral dissertation, UCLA, Los Angeles, CA.

Rossell, C. (1998). Mystery on the Bilingual Express: A Critique of the Thomas and Collier Study. Amherst, MA: READ Institute.

Sanders, A. N. (2010). The effectiveness of two-way bilingual immersion programs in closing the achievement gap for minority students. Unpublished doctoral dissertation, Texas Southern University, Houston, TX.

Sera, G. L. (2000). The nature and English language consequences of dual immersion schooling. Unpublished doctoral dissertation, Indiana University, Bloomington.

Stewart, S. K. (2004). A comparison of three programs serving third-grade English language learners in Texas. Unpublished doctoral dissertation, Stephen F. Austin State University, Nacogdoches, TX.

Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.

Thomas, W. P., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement: final report. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Thomas, W. P., & Collier, V. P. (1997). Two Languages Are Better Than One. Educational Leadership, 55(4), 23-26.

Thomas, W. P., & Collier, V. P. (2012). Dual Language Education for a Transformed World. Albuquerque, NM: Fuente Press.

Torres-Rimbau, H., & de Kanter, E. (2005). Explorando las matemáticas... relación entre lenguaje, instrucción y logros en matemáticas en programas de doble inmersión. The TABE Journal, 8(1), 26-35.

Wright, S. (2003). A Comparative Study of Limited English Proficient and Non-Limited English Proficient Students in Two-Way/Dual-Language Programs. Unpublished doctoral dissertation, Texas Tech University, Lubbock.

 

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