Two-way immersion programs integrate language minority and
language majority students in the same classroom with the goal
of academic excellence and bilingual proficiency for both
groups. Because most two-way programs are relatively new, there
has been little opportunity to compile and synthesize the
knowledge that is being gained about language and content
learning in these settings. This volume begins the process of
documenting that experience by profiling two-way immersion
programs in three schools that are implementing different
variations of the model. The authors describe each program’s
evolution, current operation, and results, drawing conclusions
wherever feasible. By examining the programs in some depth and
highlighting similarities and differences, the authors hope to
contribute to a greater understanding of how two-way immersion
education works. SHIPPING NOTICE: This item will be shipped
directly from the publisher, Delta Publishing Company. 1997.
(127 pp). Donna Christian, Christopher L. Montone,