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| Autores principales: | , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
1997
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=ED407858 |
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| _version_ | 1867181562267697153 |
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| author | Christian, Donna And Others |
| author_facet | Christian, Donna And Others Christian, Donna And Others |
| collection | Education Resources Information Center |
| contents | Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. Christian, Donna And Others Academic Achievement Administrative Organization Classroom Communication Classroom Environment Classroom Techniques Comparative Analysis Curriculum Design Educational History Educational Strategies Educational Technology Elementary Secondary Education Grouping (Instructional Purposes) Inservice Teacher Education Institutional Characteristics Language Role Language Usage Library Collections Oral Language Parent Participation Program Descriptions Program Design Program Effectiveness School Districts Staff Utilization Two Way Immersion Programs Written Language This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter-American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. (MSE) |
| format | Recurso educativo Open Access |
| id | eric_ED407858 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1997 |
| record_format | eric |
| spellingShingle | Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. Christian, Donna And Others Academic Achievement Administrative Organization Classroom Communication Classroom Environment Classroom Techniques Comparative Analysis Curriculum Design Educational History Educational Strategies Educational Technology Elementary Secondary Education Grouping (Instructional Purposes) Inservice Teacher Education Institutional Characteristics Language Role Language Usage Library Collections Oral Language Parent Participation Program Descriptions Program Design Program Effectiveness School Districts Staff Utilization Two Way Immersion Programs Written Language Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. Christian, Donna And Others Academic Achievement Administrative Organization Classroom Communication Classroom Environment Classroom Techniques Comparative Analysis Curriculum Design Educational History Educational Strategies Educational Technology Elementary Secondary Education Grouping (Instructional Purposes) Inservice Teacher Education Institutional Characteristics Language Role Language Usage Library Collections Oral Language Parent Participation Program Descriptions Program Design Program Effectiveness School Districts Staff Utilization Two Way Immersion Programs Written Language This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter-American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. (MSE) |
| title | Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. |
| topic | Academic Achievement Administrative Organization Classroom Communication Classroom Environment Classroom Techniques Comparative Analysis Curriculum Design Educational History Educational Strategies Educational Technology Elementary Secondary Education Grouping (Instructional Purposes) Inservice Teacher Education Institutional Characteristics Language Role Language Usage Library Collections Oral Language Parent Participation Program Descriptions Program Design Program Effectiveness School Districts Staff Utilization Two Way Immersion Programs Written Language |
| url | https://eric.ed.gov/?id=ED407858 |