Bibliography of Two-Way Immersion Research Literature

Section 2: Implementation of TWI Programs

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

Armendáriz, A. L., & Armendáriz, E. J. (2002). An Administrative Perspective of a Two-Way Bilingual Immersion Program. Bilingual Research Journal, 26(1).

Armendariz, E. J. G. (2002). A leader's role: The involvement and engagement experiences of families in a two-way bilingual immersion program. Unpublished doctoral dissertation, The University of New Mexico, Albuquerque, NM.

Box, B. J. (2011). Dual language implementation in eight Texas elementary schools. Unpublished doctoral dissertation, Lamar University, Beaumont, TX.

Calderón, M., & Carreón, A. (2000). A Two-Way Bilingual Program: Promise, Practice and Precautions. Baltimore, MD: Center for Research on the Education of Students Placed At Risk. (ERIC Document Reproduction Service No. ED 447706).

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.

Carrasco-Navarrete, L. C. (2011). Exploring the principal's experience with the diffusion of dual language immersion. Unpublished doctoral dissertation, University of Texas, San Antonio.

Carrera-Carrillo, L., & Smith, A. R. (2006). 7 steps to success in dual language immersion. Portsmouth, NH: Heinemann.

Castro Feinberg, R. (1999). Administration of Two-Way Bilingual Elementary Schools: Building on Strength. Bilingual Research Journal, 23(1).

Cazabon, M. T. (2002). Coming Together in the Planning Team: Considering Seven Vital Focal Points in the Planning and Development of Two-Way Programs. Retrieved 10/11/2002, from http://www.alliance.brown.edu/eac/coming_together.shtml

Cazabon, M. T. (2002). Goals and Research/Evaluation in Two-Way Bilingual Programs. Retrieved 10/11/2002, from http://www.alliance.brown.edu/eac/two-way_goalsre.shtml

Chacón, A. M., & Hamerla, S. (2008). Reinventing a dual language program. The ACIE Newsletter, 11(2), 1,9-11.

Chicago Board of Education. (1991). Dual Language Immersion Program Models Elementary School. Chicago: Chicago Board of Education. (ERIC Document Reproduction Service No. ED 357631).

Clark, E. R., Flores, B. B., Riojas-Cortez, M., & Smith, H. L. (2002). You Can’t Have a Rainbow Without a Tormenta: A Description of an IHE’s Response to a Community Need for a Dual-Language School. Bilingual Research Journal, 26(1).

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.

Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Boston, MA: Heinle and Heinle.

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.

Craig, B. A. (1995). Two-Way Foreign Language Immersion Programs: A handbook for parents and teachers. Arlington, VA. (ERIC Document Reproduction Service No. ED 384239).

Davy, L. (2001). Developing a Dual-Language Program. Here's How, 20(1), 1-4.

Dorner, L. M. (2011). Contested Communities in a Debate Over Dual-Language Education: The Import of "Public" Values on Public Policies. Educational Policy, 25(4), 577-613.

Dorner, L. M. (2011). US immigrants and two-way immersion policies: The mismatch between district designs and family experiences. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 231-250). Bristol, UK: 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.

Freeman, R. D. (2004). Building on community bilingualism. Philadelphia, PA: Caslon Publishing.

Freeman, Y. S., Freeman, D. E., & Mercuri, S. P. (2005). Dual language essentials for teachers and administrators. Portsmouth, NH: Heinemann.

Garcia, E. (1994). Attributes of effective schools for language minority students. In E. R. Hollins, J. E. King & W. C. Hayman (Eds.), Teaching diverse populations: formulating a knowledge base (pp. 93-103). Albany, NY: State University of New York Press.

Garcia-Belina, R. E. (2001). A survey of bilingual education programs implemented in Region I South Texas schools. Unpublished doctoral dissertation, Texas A&M University, Kingsville.

Gardner, N. H. (2009). Perspectives in successfully implementing and sustaining dual-language programs in rural Iowa. Unpublished doctoral dissertation, Illinois State University, Normal, IL.

Garza, E. (2005). In the shadow of the Mexican border: Taking a radical stand. Radical Teacher(75), 22-27.

Gerena, L. M. (2002). Dual Immersion: A Driving Force for Language Policy Reform and Transformation. Learning Languages: the Journal of the National Network for Early Language Learning, 8(1), 8-12.

Gerena, L. M. M. (2002). Promoting language transformation and policy reform in education through two-way immersion: A conceptual framework. Unpublished doctoral dissertation, The Claremont Graduate University and San Diego State University.

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.

Gordon, M. E. (2002). Are We Speaking the Same Language? Contextual Factors & Implementation of California Two-Way Immersion Programs. Unpublished Master's Thesis, Stanford University, Stanford, CA.

Howard, E. R., & Christian, D. (2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary school level (Educational Practice Report 9). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Howard, E. R., Olague, N., & Rogers, D. (2003). The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

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.

Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K., & Rogers, D. (2007). Guiding principles for dual language education (2nd ed.). Washington, DC: Center for Applied Linguistics.

Hsieh, J. Y.-C. (2008). The perceived effectiveness of dual language programs at the middle school level. Unpublished doctoral dissertation, University of Southern California, Los Angeles.

Hunt, V. (2011). Learning from success stories: Leadership structures that support dual language programs over time in New York City. International Journal of Bilingual Education and Bilingualism, 14(2), 187-206.

Hunt, V. K. (2010). Transformative leadership: A comparative case study in three established dual language programs. Unpublished doctoral dissertation, Teachers College, Columbia University, New York.

Lara-Alecio, R., Galloway, M., Irby, B. J., Rodríguez, L., & Gómez, L. (2004). Two-Way Immersion Bilingual Programs in Texas. Bilingual Research Journal, 28(1), 35-54.

Lara-Alecio, R., Galloway, M., Mahadevan, L., Irby, B. J., Brown, G., & Gómez, L. (2005). Texas dual language program cost analysis. The TABE Journal, 8(1), 64-86.

Lewis, L. C. (2000). A Qualitative Study of Implementation Phenomena in an Elementary, Two-Way Bilingual Immersion Program. Unpublished doctoral dissertation, Texas A&M University, College Station, TX.

Lindholm, K. (1990). Bilingual Immersion Education: Criteria for Program Development. In A. Padilla, H. Fairchild & C. Valadez (Eds.), Bilingual Education: Issues and strategies (pp. 91-105). Newbury Park, CA: Sage Publications.

Lindholm-Leary, K. J. (2007). Effective features of dual language education programs: A review of research and best practices. In E. R. Howard, J. Sugarman, D. Christian, K. Lindholm-Leary & D. Rogers (Eds.), Guiding principles for dual language education. Washington D.C.: Center for Applied Linguistics.

Linton, A. (2004). Learning in two languages: Spanish-English immersion in U.S. public schools. International Journal of Sociology and Social Policy, 24(7/8), 46-74.

Linton, A. (2007). Spanish-English immersion in the wake of California Proposition 227: Five cases. Intercultural Education, 18(2), 111-128.

Lopez, M. M. (2009). “We teach this way because it is the model we’ve adopted”:  Asymmetries in language and literacy policies and implementation in two way immersion programs. Research Papers in Education, 24(2), 175-200.

McLaughlin, D. (1995). Strategies for Enabling Bilingual Program Development in American Indian Schools. The Bilingual Research Journal, 19(1), 169-178.

Montague, N. S. (2005). Essential beginnings for dual language programs. The TABE Journal, 8(1), 18-25.

Montague, N. S., Marroquin, C., & Lucido, F. (2002). A Dual Language Curriculum for Young Children. In J. Cassidy & S. D. Garrett (Eds.), Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. Corpus Christi, TX: CEDER.

Montone, C., & Loeb, M. I. (2000). Implementing Two-Way Immersion Programs in Secondary Schools (Educational Practice Report 5). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence. Available: http://www.cal.org/crede/pubs/edpractice/EPR5.htm.

Mora, F. A. (2008). Two-way bilingual education in a post-1998 California elementary school. Unpublished doctoral dissertation, University of Southern California, Los Angeles.

Mora, J. K., Wink, J., & Wink, D. (2001). Dueling Models of Dual Language Instruction: A Critical Review of the Literature and Program Implementation Guide. Bilingual Research Journal, 25(4), 417-442.

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.

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.

Perron, J. C. (2004). A case study of the implementation of a bilingual two-way immersion program in a school district in Oregon. Unpublished doctoral dissertation, Gonzaga University, Spokane, WA.

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

Romero, M. (1987). Implementing Two-Way Bilingual Programs. Equity and Choice, 3(3), 17-21.

Romero-Johnson, S. (2011). A case study on the challenges and opportunities for school leaders implementing a dual language immersion strand program. Unpublished doctoral dissertation, Edgewood College, Madison, WI.

Rosado, L. A. (2005). The state of Texas breaking new ground in dual language instruction. The TABE Journal, 8(1), 7-17.

Scanlan, M. (2010). Improving Bilingual Service Delivery in Catholic Schools through Two-Way Immersion. Catholic Education: A Journal of Inquiry and Practice, 14(1), 67-93.

Shelby-Caffey, C. V. (2008). The road to two languages: A case study of the implementation of a two-way immersion program. Unpublished doctoral dissertation, Southern Illinois University, Carbondale, IL.

Shenk, E. (2011). Constructing perspectives on language diversity in the U.S. Midwest. Spanish in Context, 8(1), 144-165.

Snow, M. A. (1986). Innovative Second Language Education: Bilingual Immersion Programs (Educational Report ER1). Los Angeles, CA: University of California Center for Education and Research. (ERIC Document Reproduction Service No. ED 278258).

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., Arteagoitia, I., Coburn, C., Gallagher, C., Montee, M., & Schissel, J. (2007). Spanish-language assessments for dual language programs. Washington, DC: Center for Applied Linguistics.

Sugarman, J., & Howard, E. R. (2001). Development and maintenance of two-way immersion programs: Advice from practitioners (Practitioner Brief 2). Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence.

Torres-Guzman, M. E., Kleyn, T., Morales-Rodriguez, S., & Han, A. (2005). Self-Designated Dual-Language Programs: Is There a Gap between Labeling and Implementation? Bilingual Research Journal, 29(2), 453-474.

Treadway, E. E. (2000). A Qualitative Study of Dual Language Immersion Education in Southern New Mexico. Unpublished doctoral dissertation, Indiana University, Bloomington, IN.

Urow, C., & Sontag, J. (2001). Creating Community--Un Mundo Entero: The Inter-American Experience. In D. Christian & F. Genesee (Eds.), Bilingual Education (pp. 11-26). Alexandria, VA: TESOL, Inc.

Valverde, L. A., & Armendáriz, G. J. (1999). Important Administrative Tasks Resulting From Understanding Bilingual Program Designs. Bilingual Research Journal, 23(1), 1-10.

Vizcarra, S. (2009). The short sweet life of dual language at Thornberry Elementary. Unpublished doctoral dissertation, University of Colorado at Boulder.

Warhol, L., & Mayer, A. (2012). Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School. Bilingual Research Journal, 35(2), 145-163.

Whitacre, M. A. (2008). A descriptive study of program implementation perspectives: A district-wide process of change from transitional bilingual education to dual language education. Unpublished doctoral dissertation, Texas A&M University, Kingsville.

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.

Wiese, A.-M. (2004). Bilingualism and Biliteracy for All? Unpacking Two-Way Immersion at Second Grade. Language & Education, 18(1), 69-92.

Zehrbach, G. (2011). Two-way immersion charter schools: An analysis of program characteristics and student body compositions. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 58-80). Bristol, UK: Multilingual Matters.

Zehrbach, G. D. (2010). Two-way immersion charter schools: An analysis of enrollment, charter contracts and rationale for establishment. Unpublished doctoral dissertation, University of Wisconsin, Madison.

 

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