Bibliography of Two-Way Immersion Research Literature

Section 8: Classroom and School Environment

Aguilar, M. (2000). A case study on language proficiency with Latino students in a dual-language setting. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.

Ahlgren, P. (1993). La Escuela Fratney [The Fratney School]. Reflections on a Bilingual, Anti-Bias, Multicultural Elementary School. Teaching Tolerance, 2(2), 26-31.

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 Unpublished doctoral dissertation, Boston College, Boston, MA.

Amrein, A., & Peña, R. A. (2000). Asymmetry in Dual Language Practice: Assessing Imbalance in a Program Promoting Equality. Education Policy Analysis Archives, 8(8), available:

Arce, J. (2000). Developing Voices: Transformative Education in a First-Grade Two-way Spanish Immersion Classroom, A Participatory Study. Bilingual Research Journal, 24(3), 249-260.

Ballinger, S., & Lyster, R. (2011). Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289-306.

Bender, L. A. (2000). Language Planning and Language Policy in an Urban, Public School: The Interpretation and Implementation of a Dual Language Program. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.

Black, D. B. (2008). 'We're becoming bilingual and biliterate!': An ethnographic study on how a dual-language program in Florida contributes to the literacy development of English-language learners. Unpublished doctoral dissertation, University of Central Florida, Orlando, FL.

Brauer, J. Z. (1998). Learning Strategies of Native English-Speaking Fourth-Grade Students in a Two-Way Bilingual Education Program. Unpublished doctoral dissertation, Boston University, Boston, MA.

Calderón, M., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs: A step-by-step guide for administrators, teachers, and parents. Thousand Oaks, CA: Corwin Press.

Carranza, I. (1995). Multilevel analysis of two-way immersion classroom discourse. In J. E. Alatis, C. A. Straehle, M. Ronkin & B. Gallenberger (Eds.), Georgetown University Round Table on Languages and Linguistics: Linguistics and the Education of Language Teachers: Ethnolinguistic, Psycholinguistic, and Sociolinguistic Aspects (pp. 169-187). Washington D.C.: Georgetown University Press.

Carrigo, D. L. (2000). Just how much English are they using? Teacher and student language distribution patterns, between Spanish and English, in upper-grade, two-way immersion Spanish classes. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

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.

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

Collier, V. P., & Thomas, W. P. (2005). The beauty of dual language education. The TABE Journal, 8(1), 1-6.

Connery, M. C. (2011). Profiles in emergent biliteracy: Children making meaning in a Chicano community. New York: Peter Lang.

Conrad, T. R. (2000). An Exploration of Transformative Intercultural and Intracultural Interaction among Middle-School Students of a Dual-Language Spanish/English Class. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA.

de Jong, E. J. (1996). Integration:  What does it mean for language minority students? Paper presented at the National Association for Bilingual Education conference, Orlando, Florida. (ERIC Document Reproduction Service No. ED 394347).

Delgado-Larocco, E. L. (1998). Classroom processes in a two-way immersion kindergarten classroom. Unpublished doctoral dissertation, University of California, Davis.

DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual kindergarten. Tonawanda, NY: Multilingual Matters.

Dumais, C. (2005). Teachers' perceptions of successful English language development practices: A study of program delivery models, instruction and support services at two high performing two-way immersion elementary schools. Unpublished doctoral dissertation, Pepperdine University, Malibu, CA.

Elsnes-Paryzer, A. A. (2007). Teachers' Spanish instructional discourse within a specific social, cultural, and historical context. Unpublished doctoral dissertation, University of Colorado, Boulder.

Fitts, S. (2009). Exploring third space in a dual-language setting: Opportunities and challenges. Journal of Latinos and Education, 8(2), 87-104.

Foster, T. L. (1998). Cooperative Learning in a Dual-Language Bilingual First-Grade Classroom: Peer Partner Selection and Interaction Across Languages. Unpublished doctoral dissertation, University of California, Santa Barbara, CA.

Freeman, R. D. (1993). Language Planning and Identity Planning for Social Change: Gaining the Ability and the Right to Participate. Unpublished doctoral dissertation, Georgetown University, Washington, DC.

Freeman, R. D. (1995). Equal educational opportunity for language minority students: From policy to practice at Oyster bilingual school. Issues in Applied Linguistics, 6(1), 39-63.

Gayman, S. M. (2000). Understanding Language Use and Social Interaction in a French/English Two-Way Immersion Classroom. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.

Goodluck, M. A., Lockard, L., & Yazzie, D. (2000). Language Revitalization in Navajo/English Dual Language Classrooms. Paper presented at the Athabaskan Language Conference, Albuquerque, NM. (ERIC Document Reproduction Service No. ED 445865). Also published in: Learn in Beauty: Indigenous Education for a New Century (Flagstaff, AZ: Northern Arizona University's Center for Excellence).

Hadi-Tabassum, S. (2002). Language, space, and power: A critical ethnography of a dual-language classroom. Unpublished doctoral dissertation, Teachers College, Columbia University, New York City.

Hausman-Kelly, T. (2001). "You Thought I was a Stranger": Cross-Cultural Integration in a Two-Way Bilingual Classroom. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.

Hayes, R. (2005). Conversation, negotiation, and the word as deed: Linguistic interaction in a dual language program. Linguistics and Education, 16, 93-112.

Hickey, T. M. (2007). Children's language networks in minority language immersion: What goes in may not come out. Language and Education, 21(1), 46-65.

Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems, Co.

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.

Koki, Y. (2011). Interactions in a two-way immersion program: Impact and challenges. Unpublished doctoral dissertation, University of San Francisco.

Larocco, E. L. (2003). Student roles in two-way immersion: Superordinate or subordinate? The ACIE Newsletter, 7(1).

Lee, J. S., Hill-Bonnet, L., & Gillispie, J. (2008). Learning in two languages: Interactional spaces for becoming bilingual speakers. International Journal of Bilingual Education and Bilingualism, 11(1), 75-94.

Lee, S. (2007). Language policy in a Korean-English two-way immersion setting. Language, Culture & Curriculum, 20(2), 109-125.

Lee, S. Y. (2003). Contexts of language use in a two-way immersion program: Examining dimensions and dynamics of language and literacy practices. Unpublished doctoral dissertation, University of California, Berkeley.

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

Lopez, M. M. (2011). Children's language ideologies in a first grade dual language class. Journal of Early Childhood Literacy, 12(1), 1-26.

Lucero, A. (2011). Lengua acádemica in first grade: Expectations, instructional practices, and teacher resources. Unpublished doctoral dissertation, University of Washington, Seattle, WA.

Martin-Beltrán, M. (2010). Positioning proficiency: How students and teachers (de)construct language proficiency at school. Linguistics and Education, 21, 257-281.

Martin-Beltrán, M. (2010). The two-way language bridge: Co-constructing bilingual language learning opportunities. Modern Language Journal, 94(2), 254-277.

Mayo Molina, S. (2010). When bilingual students speak and interact: A Cultural Historical Activity. Unpublished doctoral dissertation, Central Connecticut State University, New Britain, CT.

McCollum, P. (1994). Language Use in Two-Way Bilingual Programs. IDRA Newsletter, 21(2), 1, 9-11.

McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal, 23(2-3), 113-134.

Meza-Zaragosa, E. (1999). Second Language Learning and First Language Enhancement in a Pre-Kindergarten Dual-Language Classroom. Unpublished doctoral dissertation, Texas A&M University, Kingsville, TX.

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.

Montague, N. S., & Meza-Zaragosa, E. (1999). Elicited Response in the Pre-Kindergarten Setting with a Dual Language Program: Good or Bad Idea? Bilingual Research Journal, 23(2-3), 289-296.

Montes, L. M. (2005). The implementation and evaluation of a professional development school: Two-way immersion teachers investigate why native English speakers outperform English learners via participation in lesson study. Unpublished 3180445, University of Southern California, Los Angeles.

Monzó, L. D. C. (1996). Providing Equity for Latinas: Experiences from a Two-Way Bilingual Spanish Immersion Class. Unpublished Master's Thesis, University of Southern California, Los Angeles, CA.

Nevarez-Lutzke, N. (2003). The Impact of a Dual Language Program on School Climate in a Large Urban District. Unpublished doctoral dissertation, Seton Hall University, South Orange, NJ.

Palmer, D. (2007). A dual immersion strand programme in California: Carrying out the promise of dual language education in an English-dominant context. International Journal of Bilingual Education and Bilingualism, 10(6), 752-768.

Peña, R. A. (1998). A Case Study of Parental Involvement in a Conversion from Transitional to Dual Language Instruction. Bilingual Research Journal, 22(2-4), 237-259.

Peregoy, S. F. (1991). Environmental Scaffolds and Learner Responses in a Two-Way Spanish Immersion Kindergarten. Canadian Modern Language Review, 47(3), 463-476.

Peregoy, S. F., & Boyle, O. F. (1999). Multiple Embedded Scaffolds: Support for English Speakers in a Two-Way Spanish Immersion Kindergarten. Bilingual Research Journal, 23(2-3), 135-146.

Pérez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Lawrence Erlbaum Associates.

Pierce, M. S. (2000). Native/Non-Native Speaker Collaboration in a Two-Way Bilingual Education Class. Unpublished doctoral dissertation, Boston University, Boston, MA.

Potowski, K. (2002). Language use in a dual immersion classroom: A sociolinguistic perspective. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign.

Potowski, K. (2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88(1), 75-101.

Potowski, K. (2005). Latino children's Spanish use in a Chicago dual-immersion classroom. In M. Farr (Ed.), Latino language and literacy in ethnolinguistic Chicago (pp. 157-185). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Potowski, K. (2007). Language and identity in a dual immersion school. Clevedon, England: Multilingual Matters.

Ramirez, D. M. (2002). Children of Mexican immigrants: Negotiating school in a two-way setting on the Texas-Mexico border. Unpublished doctoral dissertation, University of Texas - Pan American, Edinburg.

Ramos-Pell, A. L. (1996). Chesterfield's Two-Way Integrated Bilingual Model: An Innovative Restructuring Perspective. Unpublished doctoral dissertation, University of Rochester, Rochester, NY.

Reyes, S. A. (1998). "!Mami, yo toque una mariposa!":  An alternative to linguistic and cultural loss. Unpublished doctoral dissertation, University of Illinois, Chicago.

Reyes, S. A., & Crawford, J. (2012). Diary of a bilingual school. Portland, OR: DiversityLearningK12.

Rodriguez, M. A. (2003). Perceptions of principals and teachers in New Mexico: A comparison between staff in schools with two-way dual language immersion programs and those with other bilingual programs. Unpublished doctoral dissertation, New Mexico State University, Las Cruces, NM.

Rubinstein-Avila, E. (2002). Problematizing the "Dual" in a Dual-Immersion Program: A Portrait. Linguistics and Education, 13(1), 65-87.

Rubinstein-Avila, E. (2003). Negotiating Power and Redefining Literacy Expertise: Buddy Reading in a Dual-Immersion Programme. Journal of Research in Reading, 26(1), 83-97.

Shannon, S. M. (1999). Language Rights or Language Privileges? TESOL Journal, 8(3), 23-28.

Shenk, E. (2008). Choosing Spanish: Dual language immersion and familial ideologies. In M. Niño-Murcia & J. Rothman (Eds.), Bilingualism and identity: Spanish at the crossroads with other languages. (pp. 221-256). Amsterdam Netherlands: John Benjamins Publishing Company.

Smith, P. H. (2001). Community Language Resources in Dual Language Schooling. Bilingual Research Journal, 25(3), 375-404.

Smith, P. H., Arnot-Hopffer, E., Carmichael, C. M., Murphy, E., Valle, A., González, N., et al. (2002). Raise a Child, Not a Test Score: Perspectives on Bilingual Education at Davis Bilingual Magnet School. Bilingual Research Journal, 26(1).

Soltero, S. W. (2004). Dual language: Teaching and learning in two languages. Boston: Allyn & Bacon.

Stipek, D., Ryan, R., & Alarcón, R. (2001). Bridging research and practice to develop a two-way bilingual program. Early Childhood Research Quarterly, 16(1), 133-149.

Sugarman, J. (2012). Equity in Spanish/English dual language education: Practitioners' perspectives. Unpublished doctoral dissertation, University of Maryland, College Park, MD.

Sutterby, J. A. (2002). Todos somos amigos: Cross-cultural and cross-linguistic play interactions in a two-way immersion prekindergarten classroom. Unpublished doctoral dissertation, The University of Texas at Austin, Austin, TX.

Takahashi-Breines, H. (2002). The Role of Teacher-Talk in a Dual Language Immersion Third Grade Classroom. Bilingual Research Journal, 26(2).

Volk, D., & Angelova, M. (2007). Language Ideology and the Mediation of Language Choice in Peer Interactions in a Dual-language First Grade. Journal of Language, Identity, and Education, 6(3), 177-199.

Von Vacano, M., et al.,. (1992). Two-Way Partial Immersion Program, F S Key Elementary School Units of Study--Grades 1-4 Curriculum Guide, Units of Study. Arlington, VA and Washington DC: Arlington County Public Schools and Center for Applied Linguistics. (ERIC Document Reproduction Service No. ED 376741).

Wiese, A.-M. (2001). "To Meet the Needs of the Kids, Not the Program": Teachers Constructing Policy, Program, and Practice in a Bilingual School. Unpublished doctoral dissertation, University of California, Berkeley, CA.


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