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Two-way immersion program and secondary students

Two-way immersion program and secondary students. Brigitte Philippe FLE5895: Fall 2009 Dr Evans. Reasons for the lack of data. Number of programs: Grade levels served in TWI 1999: Montone, 2000, p. 8. Reasons for the lack of data. Number of programs: Historical argument:

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Two-way immersion program and secondary students

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  1. Two-way immersion program and secondary students Brigitte Philippe FLE5895: Fall 2009 Dr Evans

  2. Reasons for the lack of data • Number of programs: Grade levels served in TWI 1999: Montone, 2000, p. 8

  3. Reasons for the lack of data • Number of programs: • Historical argument: a. A recent trend b. The implementation of the program

  4. Reasons for the lack of data • Number of programs: • Historical argument: • Structural obstacles: a. Individual schedules b. Competition between classes

  5. Cazabon, Nicoladis, & Lambert, 1998, p. 6

  6. Reasons for the lack of data • Number of programs: • Historical argument: • Structural obstacles: a. Individual schedules b. Competition between classes c. Ratio threatened d. Staffing e. Students’ level f. Vertical articulation

  7. Reasons for the lack of data • Number of programs: • Historical argument: • Structural obstacles: • The specific challenges of secondary education: a. Bilingualism, biliteracy, marketable assets b. continued development of second language skills + preparation for advanced courses in high school or college

  8. Changes in motivation • Mainstream appeal

  9. Lewis, & Shapson, 1989, p. 543

  10. Changes in motivation • Mainstream appeal • Social factors: linguistic stigma a. Dominant dialect in the minority language b. Feeling inadequate in both languages c. The implicit dominance of the majority language

  11. Changes in motivation • Mainstream appeal • Social factors: linguistic stigma • Social factors (2): living among others as a teenager a. Using the language perceived as superior for identity purpose b. “Being bad” c. “Being known”

  12. Perceptions • Students a. Attitude toward school Cazabon, Nicoladis, & Lambert, 1998, p. 6

  13. Perceptions • Students a. Attitude toward school b. Attitude toward the program and bilingualism

  14. Bearse and de Jong, 2008, p. 330

  15. Bearse and de Jong, 2008, p. 330

  16. Perceptions • Students a. Attitude toward school b. Attitude toward the program and bilingualism c. The importance of bilingualism: ethnic different d. Feeling bicultural e. Interest in the minority language f. Not feeling behind

  17. Perceptions • Students • Parents a. Educational and employment opportunities b. Increase students’ self-esteem

  18. Results • The relativity of the results: the ESL population

  19. Results • The relativity of the results: • The results: a. Positive results

  20. Cazabon, Nicoladis & Lambert, 1998, p. 10

  21. Results • The relativity of the results: • The results a. Positive results b. Less optimistic results: English results in middle-school and high-school; proficiency in minority-language

  22. Results • The relativity of the results • The results • Staying in school: a: Impact of TWI elementary education b: Students in TWI secondary education

  23. References • Bearse, C. I. (2001). Essay review of Negociating identities: Education for empowerment in a diverse society by Jim Cummins and Borderlands/La frontera by Gloria Anzalsua. [On-Line] Journal of Pedagogy. Cambridge, MA: Lesley University. Retrieved June 22, 2008, from http://www.lesley.edu/jpp/5/index.html • Bearse, C. I. (2004). Identity formation and collaborative inquiry in the zone of proximal development: Grade 8 ESL students doing research. Unpublished dissertation, Lesley University, Cambridge, MA. • Bearse, C., & De Jong, E. J. (2008). Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity and Excellence in Education41(3), 325-340. • Cazabon, M. T., Nicoladis, E., & Lambert, W. E. (1998). Becoming bilingual in the Amigos two-way immersion program. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.

  24. Center for Applied Linguistics. (2008). Directory of two-way bilingual immersion programs in the U.S. Retrieved January 28, 2008, from http://www.cal.org/twi/directory • Darder, A. (1991). Culture and power in the classroom: A Critical foundation for bicultural education. New York: Bergin & Garvey Publishers. • De Jong, E. J. (2006, February). Going beyond: The long-term impact of two-way immersion. Paper presented at National Association for Bilingual Education (NABE), Phoenix, AZ. • De Jong, E. J., & Howard, E. (2009). Integration in two-way immersion education: Equalizing linguistic benefits for all students. International Journal of Bilingualism and Bilingual Education12(1), 81-99. • Erickson, E. H. (1968). Identity, youth, and crisis. New York: Norton. • Freeman, R. (2000). Contextual challenges to dual-language education: A case study of a developing middle school program. Anthropology & Education Quarterly 31(2), 202-229.

  25. Garcia, P. (2000). Increasing the rigor of evaluation studies of programs for English learner students. Report EF441838. Retrieved from Eric database. • Lindholm-Leary, K. J., & Borsato, G. (2001). Impact of the two-way bilingual programs on students’ attitudes toward school and college. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. • Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics; Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal 29(3), 641-652. • Lewis, C., & Shapson, S. (1989). Secondary French immersion: A study of students who leave the program. Canadian Modern Language Review 45, 539-548. • Matute-Bianchi, M. (1986). Ethnic identities and patterns of school success among Mexican descent and Japanese students in a California high school: An ethnographic analysis. American Journal of Education 97(1), 233-255.

  26. McCollum, P. (1999). Learning to value English: Cultural capital in a two-way bilingual program. Bilingual Research Journal 23 (2/3), 113-134. • Montone, C., & Lœb, M. (2000). Implementing two-way immersion programs in secondary schools. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence. Retrieved from Eric database. • Quintanar-Sarellana, R. (2004). ¡Si se puede! Academic excellence and bilingual competency in a K-8 two-way bilingual dual language immersion program. Journal of Latinos and Education 3(2), 87-102. • Senesac, B., V. (2002). Two-way bilingual immersion: A portrait of quality schooling. Bilingual Research Journal 26 (1), 85-101.

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