Bibliography of Two-Way Immersion Research Literature

Section 15: Non-Spanish Programs

Acosta-Hathaway, O. M. (2009). Ethnic minority parent involvement and leadership in successful dual immersion programs. Unpublished doctoral dissertation, University of La Verne, La Verne, CA.

Bae, J. (2001). The construct validation of certain components of English and Korean writing in children participating in either a two-way immersion program or monolingual classes: A writing assessment and latent variable approach. Unpublished doctoral dissertation, UCLA, Los Angeles, CA.

Bae, J. (2007). Development of English skills need not suffer as a result of immersion: Grades 1 and 2 writing assessment in a Korean/English two-way immersion program. Language Learning, 57(2), 299-332.

Bae, J., & Bachman, L. F. (1998). A Latent Variable Approach to Listening and Reading: Testing Factorial Invariance Across Two Groups of Children in the Korean/English Two-Way Immersion Program. Language Testing, 15(3), 380-414.

Bekerman, Z. (2005). Complex Contexts and Ideologies: Bilingual Education in Conflict-Ridden Areas. Journal of Language, Identity, and Education, 4(1), 1-20.

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 Unpublished doctoral dissertation, Boston University, Boston, MA.

Garcia, Y. (2003). Korean/English two-way immersion at Cahuenga Elementary School. NABE News, 26, 8-11,25.

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 Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.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).

Ha, J. H. (2001). Elementary students' written language development in a Korean/English two-way immersion program. Unpublished thesis, California State University, Long Beach.

Ha, J. H. (2001). English-Speaking Students' Written Language Development in Korean in a Korean/English Two-Way Immersion Program. In J. J. Ree (Ed.), The Korean Language in America: Volume 6. Papers from the Annual Conference and Teacher Training Workshop on the Teaching of Korean Language, Culture, and Literature (pp. 299-308). Tallahassee, FL: American Association of Teachers of Korean.

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. (2001). Two-Way Immersion Programs: Features and Statistics (ERIC Digest EDO-FL-01-01). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available:

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.

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.

Jackson, F. J. (2008). The comparison of reading comprehension using dual language, full immersion, and sheltered English immersion instructional programs for Navajo students. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.

Jeon, M. (2007). Language ideologies and bilingual education: A Korean-American perspective. Language Awareness, 16(2), 114-130.

Lambert, W. E., & Tucker, G. R. (1972). Bilingual education of children: The St. Lambert experiment. Rowley, MA: Newbury House.

Lee, S. (2005). Selective Parent Participation: Structural and Cultural Factors that Influence School Participation among Korean Parents. Equity & Excellence in Education, 38(4), 299-308.

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. (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.

Lunney, M. (2001). Two-Way French Immersion in Rural Maine. The ACIE Newsletter, 5(1), 4-5.

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).

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

Meier, G. (2010). Social and intercultural benefits of bilingual education. Frankfurt: Peter Lang.

Meier, G. S. (2010). Two-way immersion education in Germany: Bridging the linguistic gap. International Journal of Bilingual Education and Bilingualism, 13(4), 419-437.

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).

Rolstad, K. (1997). Effects of Two-Way Immersion on the Ethnic Identification of Third Language Students: An Exploratory Study. Bilingual Research Journal, 21(1), 43-63.

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.

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.

Starr, R. L. (2011). Acquisition of sociolinguistic knowledge in a Mandarin-English dual immersion school. Unpublished doctoral dissertation, Stanford University, Palo Alto, CA.


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