Bibliography of Two-Way Immersion Research Literature

Section 10: Integration of Language Minority and Language Majority Students

Acosta, B. D. (2005). The influence of literacy instructional practices on the achievement of English language learners in two-way bilingual education programs. Unpublished doctoral dissertation, George Mason University, Fairfax, VA.

Angelova, M., Gunawardena, D., & Volk, D. (2006). Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 20(3), 173-190.

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 Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Coyoca, A. M., & Lee, J. S. (2009). A typology of language-brokering events in dual-language immersion classrooms. Bilingual Research Journal, 32(3), 260-279.

de Jong, E. J. (1996). Integrating Language Minority Education in Elementary Schools. Unpublished doctoral dissertation, Boston University, Boston, MA.

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).

de Jong, E. J., & Howard, E. R. (2009). Integration in two-way immersion education: Equalizing linguistic benefits. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99.

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 Unpublished doctoral dissertation, University of California, Davis.

Fitts, S. (2006). Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School. Bilingual Research Journal, 30(2), 337-365.

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 Unpublished doctoral dissertation, University of California, Santa Barbara, CA.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. (1995). Equal educational opportunity for language minority students: From policy to practice at Oyster bilingual school. Issues in Applied Linguistics, 6(1), 39-63.

Glenn, C. (1990). How to integrate bilingual education without tracking: Best setting for linguistic minorities is school where two languages are used. The School Administrator, 47(5), 28-31.

Hadi-Tabassum, S. (2004). The Balancing Act of Bilingual Immersion. Educational Leadership, 62(4), 50.

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.

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 Unpublished doctoral dissertation, University of Wisconsin, Milwaukee, WI.

Lambert, W. E. (1990). Issues in Foreign Language and Second Language Education. In: Proceedings of the Research Symposium on Limited English Proficient Students' Issues (1st, Washington, DC, Sept. 10-12, 1990). (ERIC Document Reproduction Service No. ED 341269).

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

Lee, J. S., Hill-Bonnet, L., & Raley, J. (2011). Examining the effects of language brokering on student identities and learning opportunities in dual immersion classrooms. Journal of Language, Identity, and Education, 10, 306-326.

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

Martinez, M. I. (2011). Exploring student integration patterns in two-way immersion schools. Unpublished doctoral dissertation, University of Oregon, Eugene, OR.

Palmer, D. K. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: 'Everybody should be listening to Jonathan right now...'. TESOL Quarterly, 43(2), 177-202.

Panfil, K. G. (1995). Learning from One Another: A Collaborative Study of a Two-Way Bilingual Program by Insiders with Multiple Perspectives. Unpublished doctoral dissertation, George Mason University, Fairfax, VA.

Park, M. J. (2005). The experience of English speaking children in Two-Way Immersion Spanish Time. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.

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

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.

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.


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