This study examined transformations in educational discourse in the context of history lessons at a Hungarian secondary school with an English immersion program. It provides a contextualized analysis of classroom discourse practices by examining some of the sociocultural, linguistic, and academic knowledge structures that are integral to and…

The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven…