An Ecological Case Study of Two-Way Immersion Implementation: The Journey of Two Schools in Texas

• In Event: 61.087 - Poster Session 12
  In Poster Session: 61.087-1 - Poster Session: Social Context of Research in Schools and Communities

Abstract

American students are growing increasingly diverse (Hernandez et al, 2009). This case study provides insight into the processes two Texas principals undertook as they shifted to become two-way immersion (TWI) schools, asking: How does implementation of a two-way immersion program happen, beyond changing the curriculum? The theoretical framework combines an ecological view of education with an ecological view of biliteracy (Bronfenbrenner & Crouter, 1982; Bronfenbrenner, 1986; Hornberger, 2004). The results suggest three recommendations for TWI implementation. First, the social ecology of TWI schools is significant. Second, superficial understandings of heritage and culture can detract from more significant concerns that can impact implementation. Third, the long-term benefits used to advocate for TWI must not overshadow CLD students’ present-day needs.

Author

• Mary Bridget Burns, Boston College