26.045 - Dual Language Immersion Education: State of the Research and Promising Directions

Session Type: Symposium

Abstract

Reflecting the focus of this year’s annual meeting on Culture, Language, and Heritage, this session will take stock of existing and emerging research on dual-language immersion education, in which students receive content-area instruction in two languages, often from early elementary school onward. The four papers draw on studies administered in different settings and with different emphases, but they share a focus on implementation and outcomes of dual-language immersion programs in the U.S., including evidence on student achievement, costs and logistics of program administration, family literacy practices, and students’ development of fluency in the partner language. The session aims to extract lessons for policy as well as future scholarship.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instructional Practice

Chair

• Jennifer F. Samson, Hunter College - CUNY

Papers

• Student Outcomes in Dual Language Programs - Kathryn Lindholm-Leary, San José State University

• Effects and Costs of Dual Language Immersion in the Portland Public Schools - Jennifer L. Steele, American University; Robert Slater, American Councils for International Education; Gema Zamarro, University of Southern California; Jennifer Li, RAND Corporation; Trey Miller, RAND Corporation

• Home Language and Literacy Practices of Latino Parents in a Two-Way Immersion Program - Erika Feinauer, Brigham Young University; Erin Feinauer Whiting, Brigham Young University

• The Spanish Proficiency of Dual-Immersion Students - Kim Potowski, University of Illinois at Chicago

Discussant

• Ester J. de Jong, University of Florida