Bibliography of Two-Way Immersion Research Literature
Section 14: Middle and High School TWI Programs and Long-Term Outcomes
Bearse, C., & de Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, 41(3), 325-340.
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 Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA.
Cruz, G. I. (2000). Learning in two languages: A case study of a two-way bilingual education program at the middle school. Unpublished doctoral dissertation, State University of New York, Albany, NY.
Cruz, G. I. (2001). Collegial Networks: A Team of Sixth-Grade Teachers in a Two-Way Bilingual Program. Albany, NY: National Research Center on English Learning and Achievement. (ERIC Document Reproduction Service No. ED 447701).
de Jong, E. J., & Bearse, C. I. (2011). The same outcomes for all? High-school students reflect on their two-way immersion program experiences. In D. J. Tedick, D. Christian & T. W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 104-122). Bristol, UK: Multilingual Matters.
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 Unpublished doctoral dissertation, University of Southern California, Los Angeles.
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 Unpublished doctoral dissertation, University of California, Irvine and Los Angeles.
Leimkuhler, M. R. (2000). Literacy beliefs and social interaction in a bilingual English language arts classroom. Unpublished doctoral dissertation, University of Colorado, Boulder, CO.
Lindholm-Leary, K. (2001). Dual language education. Clevedon, England: Multilingual Matters.
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., & 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.
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.
Merritt, S. (2011). Conflicting ideologies about using and learning Spanish across the school years: From two-way immersion to world language pedagogy. Unpublished doctoral dissertation, University of California, Berkeley.
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.