Bibliography of Two-Way Immersion Research Literature

Section 12: Teachers’ Experiences and Professional Development

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.

Arreguin-Anderson, M. G. (2009). Critical pedagogy: Bilingual teachers' perspectives and practices in the context of science education. Unpublished doctoral dissertation, Texas A&M University - Kingsville.

Beddow, M. E. (2009). A longitudinal case study of a Latina bilingual teacher promoting academic literacy through social studies instruction. Unpublished doctoral dissertation, University of California, Davis.

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 Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia, PA.

Calderón, M. (1995, April). Dual Language Programs and Team-Teachers' Professional Development. Paper presented at the American Research Association, San Francisco, CA.

Calderón, M. (1996). How a New Form of Peer Coaching Helps Teachers and Students in Two-Way Bilingual Programs. Paper presented at the Annual Meeting of the National Association for Bilingual Education, Orlando, FL. (ERIC Document Reproduction Service No. ED 394319).

Calderón, M. (1999). Teachers Learning Communities for Cooperation in Diverse Settings. Theory Into Practice, 38(2), 94-99.

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.

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 Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Centeno, C. H. (2003). Students' and teachers' attitudes toward a two-way immersion program. Unpublished master's thesis, University of Houston-Clear Lake, United States -- Texas.

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).

Cloud, N. (2005). The dialogic process of capturing and building teacher practical knowledge in dual language programs. In D. J. Tedick (Ed.), Second Language Teacher Education. Mahwah, N.J.: Lawrence Erlbaum Associates.

Coy, S., & Litherland, L. (2000). From a Foreign Language Perspective: A Snapshot View of a Dual Language Program in Two Inner-City High Poverty Elementary Schools. (ERIC Document Reproduction Service No. ED 446450).

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 Unpublished doctoral dissertation, Boston University, Boston, MA.

Dean, M. R. (2008). Do teacher expectations and behavior influence students' academic achievement and acquisition of second language proficiency in an elementary bilingual two-way immersion setting? Unpublished doctoral dissertation, California Lutheran University, Thousand Oaks, CA.

Dietzler, H. T. (2008). Comparing the influence of teaching behaviors on reading achievement of English language learners. Unpublished doctoral dissertation, East Carolina University, Greenville, NC.

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

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.

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.

Gillespie, M. (2011). The impact of a Reggio-inspired professional learning community on two-way immersion teachers' self-efficacy. Unpublished doctoral dissertation, Texas A&M University, Commerce.

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).

Gort, M., Pontier, R. W., & Sembiante, S. F. (2012). Function, Type, and Distribution of Teacher Questions in Dual-Language Preschool Read Alouds. Bilingual Research Journal, 35(3), 258-276.

Hernández, A. M. (2011). Successes and challenges of instructional strategies in two-way bilingual immersion. Unpublished doctoral dissertation, California State University, San Marcos.

Howard, E. R., & Loeb, M. I. (1998). In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences (ERIC Digest EDO-FL-98-14). Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Available:

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., & 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.

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.

Jackson, J. E. (2001). Thoughts Behind the Work: Teacher Thinking and the Implementation of a Complex Curricular Innovation. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.

Keyes, J. G. (1999). Educators' Attitudes toward Language-Minority Education in One Public School System in Southeastern United States. Unpublished doctoral dissertation, Indiana University of Pennsylvania, Indiana, PA.

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).

Leimkuhler, M. R. (2000). Literacy beliefs and social interaction in a bilingual English language arts classroom. Unpublished doctoral dissertation, University of Colorado, Boulder, CO.

Leoni-Bacchus, P. L. (2002). Spanish Language Instruction in a Dual Language Kindergarten Classroom. Unpublished doctoral dissertation, Columbia University, New York.

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.

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.

Márquez-Lopez, T. I. (2006). Dual-Language Student Teachers' Classroom-Entry Issues: Stages Toward Gaining Acceptance. Bilingual Research Journal, 30(2), 499-520.

Mercuri, S. P. (2010). The challenge of developing academic language in Spanish and English through science: The case of two teachers' strategic teaching practices. . Unpublished doctoral dissertation, University of California, Davis.

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.

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.

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

Palmer, D. (2008). Diversity up close: building alternative discourses in the dual immersion classroom. In T. W. Fortune & D. J. Tedick (Eds.), Pathways to Bilingualism: Evolving Perspectives on Immersion Education (pp. 97-118).

Palmer, D. (2009). Code switching and symbolic power in a second grade two-way classroom: A teacher’s motivation system gone awry. Bilingual Research Journal.

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

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

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

Ray, J. M. (2008). Building the bridge as you walk on it: Didactic behaviors of elementary teachers in a dual language program. Teaching and Teacher Education, 24(6), 1658-1671.

Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school. Journal of Advanced Academics, 21(1), 110-141.

Reyes, S. A. (2007). Beetles and butterflies: Language and learning in a dual language classroom. Journal of Latinos & Education, 6(1), 81-92.

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.

Saldaña, L. P. (2010). "¡De mi barrio no me voy!": The identities, consciousness, and praxis of Mexican American teachers. Unpublished doctoral dissertation, University of Wisconsin, Madison, WI.

Schauber, H. (1995). The Second Language Components in a Two-Way Bilingual Education Program. Bilingual Research Journal, 19(3-4), 483-495.

Sera, G. L. (2000). The nature and English language consequences of dual immersion schooling. Unpublished doctoral dissertation, Indiana University, Bloomington.

Silver, J. (1996). Profile of Effective Two-Way Bilingual Teaching: Sixth Grade [Video Series No. 5]. On Meeting the Challenge of Teaching Linguistically Diverse Students. (Available from CAL/Center for Research on Education, Diversity & Excellence, 4646 40th Street, NW, Washington, DC 20016).

Snow, M. A. (1987). Immersion Teacher Handbook (Educational Report ER10). Los Angeles, CA: University of California Center for Language Education and Research. (ERIC Document Reproduction Service No. ED 291243).

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

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

Sutterby, J., & Ayala, J. (2005). Border teacher Spanish language proficiency. The TABE Journal, 8(1), 51-63.

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

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

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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