The purpose of this evaluation was threefold: (1) to assess Diversity Unified School District's Hmong dual language immersion program for implementation alignment; (2) to examine whether the program was meeting intended outcomes; and (3) to measure parent perceptions of the program's impact on their child's development of bilingualism, biliteracy,…

This research uses a descriptive quantitative statistical design to examine campus-level results from the State of Texas Assessments of Academic Readiness (STAAR). The focus is on describing the achievement disparities between campuses that implemented Transitional Bilingual Education (TBE) programs and those implementing Dual Language (DL)…

Considerable research on the two-way Spanish immersion model of education highlights benefits such as biliteracy, high academic achievement in both languages of instruction, and sociocultural competence for students of various linguistic and sociocultural backgrounds. The desire to gain these 21st century skills has caused a proliferation of dual…

Bilingual education has been an educational option in many countries for over 50 years but it remains controversial, especially in terms of its appropriateness for all children. The present review examines research evaluating the outcomes of bilingual education for language and literacy levels, academic achievement, and suitability for children…

Level 2 Maori medium programmes with 51-80% Maori language instruction make an important contribution to developing Maori language skills and lifting Maori student achievement, yet these programmes are largely hidden from discussions about Maori education attainment. Offering lower levels of Maori immersion than kura kaupapa Maori and being…

Purpose: Situated within a complex social-political and developmental context marked by racialization and identity formation, this research aims to illuminate the nuanced ways Latinx youth navigate their bilingual experience amidst varying educational models and linguistic environments. The overarching goal of this dissertation is to investigate…

Language immersion education uses a non-English language for a significant portion of instruction. One goal is to develop bilingual students, which many argue provides cognitive benefits. Using data from school choice lotteries, I estimate the effect of random assignment to a language immersion school on achievement in math and reading. Winning…

This qualitative phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents…

French immersion programs in Saskatchewan have traditionally served to further the goals of additive bilingualism between Canada's two official languages, French and English. Whereas these programs have historically consisted of predominantly Anglophone populations, recent trends in immigration have contributed to the increasingly diverse…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included…

As dual language immersion (DLI) programs experience unprecedented growth, the need for school administrators that understand DLI structures and philosophy, in order to methodically initiate them and effectively sustain them, becomes critical. In this study, DLI refers to educational programs that provide literacy and academic content instruction…

The authors of this chapter review empirical studies that have been conducted in bilingual education to propose a future research agenda that incorporates the most recent evidence on the effectiveness of bilingual programs, advances in neuroscience, and the body of evidence of the benefits of being bilingual and biliterate. They first describe the…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included…

The potential of TWI to close the achievement gap for English language learners and to provide both native English speakers and native partner-language speakers with access to a high-quality education with positive academic, language, and sociocultural outcomes is clear. In this article, I argue that the realization of this potential for TWI…

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This evaluation report summarizes the performance of students who participated in the district's Dual Language Bilingual Program. Included…