The Two-Way Immersion Students in Catholic Schools: A Partnership Involving Networks of Schools and Higher Education

• In Event: Research and the Nature of the Collaborative Partnership: Insight on What Was Learned

Abstract

Students growing up in families in which language(s) other than English are used can be considered “culturally and linguistically diverse” (CLD). CLD students – growing rapidly numbers (Hernandez, Denton, & McCartney, 2009; Taylor, 2014) – are often denied equitable educational opportunities due to underprepared teachers, administrators, and schools. Moreover, schools across public and private sectors that serve CLD students typically work in isolated manners (Hargreaves & Shirley, 2009; Louis, 2008). This presentation describes a research-practice partnership that provides a counter narrative to these trends: a national network of elementary schools striving to effectively educate CLD students by transforming from monolingual English-only to two-way immersion (TWI) bilingual schools. The TWI model reflects best practices for CLD students by promoting sociocultural integration, cultivating language proficiency, and ensuring a quality curriculum. TWI is recognized as the most effective approach to bilingual education, blending native English speaking students with peers who are native in another language (Collier & Thomas, 2012; Howard & Sugarman, 2007). Our presentation will focus on how TWIN-CS serves as a useful model for examining how partnerships emerge within a network of schools and with local institutes of higher education.

Authors

• Cristina Joan Hunter, Boston College

• Martin Scanlan, Boston College