Cover not available
Article published In:
10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 286–301

Integration in TWBE

Opportunities, challenges, and possibilities

ORCID logo | University of Florida
| William and Mary School of Education
| Necmettin Erbakan University

Integration is a defining feature of two-way bilingual education (TWBE), yet the integrative dimension of TWBE has received relatively little attention. Over time, scholars have raised concerns that the integration of English speakers and speakers of other languages may not effectively support minority students in the program and in fact, reinforce the inequalities that exist outside of the program or school. This paper discusses the rationale for integration and critical issues of integration and equity as they have emerged at the classroom and program level. The authors provide a conclusion proposing ways forward and what is needed to realize the potential of integration as a transformative third space within TWBE.

Keywords: two-way immersion, two-way bilingual education, dual language education, integration, equity
Article outline
  • 1.Introduction
  • 2.Rationale for a dual target population
  • 3.Integration issues in TWBE
    • 3.1Student integration and equity in the classroom
      • 3.1.1Language equalization
      • 3.1.2Student status
      • 3.1.3Intergroup relations
    • 3.2Integration and equity at the school level
  • 4.Promising practices and possibilities
    • 4.1Transformative pedagogies
    • 4.2Transformative leadership
  • 5.Conclusion
  • References
Published online: 10 June 2022
DOI logo
https://doi.org/10.1075/jicb.21020.dej
References
Amrein, A., & Peña, R. A.
(2000) Asymmetry in dual language practice: Assessing imbalance in a program promoting equality. Education Policy Analysis Archives, 8 (8). DOI logoGoogle Scholar
Angelova, M., Gunawardena, D., & Volk, D.
(2006) Peer teaching and learning: Co-constructing language in a dual language first grade. Language and Education, 20 (3), 173–190. DOI logoGoogle Scholar
Arnott, S., Masson, M. & Lapkin, S.
(2019) Exploring Trends in 21st Century Canadian K-12 French as Second Language Research: A Research Synthesis. Canadian Journal of Applied Linguistics 22 (1), 60–84. DOI logoGoogle Scholar
Baker, C., & Wright, W. E.
(2017) Foundations of Bilingual Education and Bilingualism (6th ed.). Multilingual MattersGoogle Scholar
Ballinger, S., & Lyster, R.
(2011) Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15 (3), 289–306. DOI logoGoogle Scholar
Bartlett, L., & García, O.
(2011) Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the Heights. Vanderbilt University Press. DOI logoGoogle Scholar
Brisk, M. E.
(1991) Towards multilingual and multicultural mainstream education. Journal of Education, 173 (2), 114–129. DOI logoGoogle Scholar
Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A.
(2016) Dual Language Education Programs: Current State Policies and Practices. American Institutes for Research. [URL]
Cazabon, M. T.
(2000) The use of students’ self-reporting in the evaluation of the Amigos two-way language immersion program. Unpublished doctoral dissertation. University of Massachusetts.
Christian, D., Montone, C., Lindholm, K. J., Carranza, I.
(1997) Profiles in two-way bilingual education. ERIC Clearinghouse.Google Scholar
Christian, D.
(1996) Two-way immersion education: Students learning through two languages. The Modern Language Journal, 80 (1), 66–76. DOI logoGoogle Scholar
Center for Applied Linguistics
(2021) Growth of TWBE Programs, 1962-Present. [URL]
Cervantes-Soon, C. G.
(2014) A critical look at dual language immersion in the new Latin@ diaspora. Bilingual Research Journal, 37(1), 64–82, DOI logoGoogle Scholar
Coady, M. R.
(2020) The Coral Way bilingual program. Multilingual Matters.Google Scholar
Cohen, E. G., Lotan, R., Scarloss, B., Arellano, A. R.
(1999) Complex instruction: Equity in cooperative learning classrooms. Theory into Practice, 38 1, 80–86. DOI logoGoogle Scholar
Cohen, E., and R. Lotan
(2014) Designing Groupwork: Strategies for the Heterogeneous Classroom. 3rd ed. New York: Teachers College Press.Google Scholar
Cummins, J.
(2001) Linguistic interdependence and the educational development of bilingual children. In Baker, C. & Hornberger, N. (Eds.), An introductory reader to the writings of Jim Cummins (pp. 63–95). Multilingual Matters. (Original work published 1979).Google Scholar
de Jong, E. J., & Bearse, C. I.
(2014) Dual language programs as a strand within a secondary school: Dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism, 17 (1), 15–31. DOI logoGoogle Scholar
de Jong, E. J., & Howard, E.
(2009) Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12 (1), 81–99. DOI logoGoogle Scholar
de Jong, E. J.
(2011) Foundations for multilingualism in education: From principles to practice. Caslon Inc.Google Scholar
DeMatthews, D. & Izquierdo, E.
(2016) School Leadership for Dual Language Education: A Social Justice Approach, The Educational Forum, 80 (3), 278–293. DOI logoGoogle Scholar
De Palma, R.
(2010) Language use in the two-way classroom. Lessons from a Spanish-English Kindergarten. Multilingual Matters. DOI logoGoogle Scholar
Dorner, L., Cervantes-Soon, C. G., Heiman, D., & Palmer, D.
(2021) “Now it’s all upper-class parents who are checking out schools”: Gentrification as coloniality in the enactment of two-way bilingual education policies. Language Policy, 20 1, 323–349. DOI logoGoogle Scholar
Durán, L., & Palmer, D.
(2013) Pluralist discourses of bilingualism and translanguaging talk in classrooms. Journal of Early Childhood Literacy, 221, 367–388. DOI logoGoogle Scholar
Ee, J.
(2021) Are parents satisfied with integrated classrooms?: Exploring integration in dual language programs, International Journal of Bilingual Education and Bilingualism, DOI logoGoogle Scholar
Eilers, R. E., Oller, D. K., & Cobo-Lewis, A.
(2002) Bilingualism and cultural assimilation in Miami Hispanic children. In D. K. Oller & R. E. Eilers (Eds.), Language and literacy in bilingual children (pp. 43–63). Multilingual Matters. DOI logoGoogle Scholar
England, R. E., & Meier, K. J.
(1985) From desegregation to integration. American Politics Research, 13 1, 227–247. DOI logoGoogle Scholar
Flores, N., & García, O.
(2017) A Critical Review of Bilingual Education in the United States: From Basements and Pride to Boutiques and Profit. Annual Review of Applied Linguistics, 37 1, 14–29. DOI logoGoogle Scholar
Frankenberg, E., & Orfield, G.
(2007) (Eds), Lessons in Integration: Realizing the Promise of Racial Diversity in American Schools. University of Virginia Press.Google Scholar
Freeman, R. D.
(1995) Equal educational opportunity for language minority students: From policy to practice at Oyster bilingual school. Issues in Applied Linguistics, 6 (1), 39–63. DOI logoGoogle Scholar
Freeman, R.
(1998) Bilingual Education and Social Change. Multilingual Matters.Google Scholar
Freire, J. A. & Alemán Jr., E.
(2021) “Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand, Bilingual Research Journal. DOI logoGoogle Scholar
Gándara, P.
(2021) The gentrification of two-way dual language programs: a commentary. Language Policy, 201, 525–530. DOI logoGoogle Scholar
Gándara, P., & Aldana, U. S.
(2014) Who’s segregated now? Latinos, language, and the future of integrated schools. Educational Administration Quarterly, 50 (5) 735–748. DOI logoGoogle Scholar
García-Mateus, S.
(2020) Bilingual student perspectives about language expertise in a gentrifying two-way immersion program, International Journal of Bilingual Education and Bilingualism. DOI logoGoogle Scholar
Genesee, F.
(2004) What do we know about bilingual education for majority language students? In: T. K. Bhatia & W. Ritchie, Handbook of bilingualism and multiculturalism (pp. 547–576), BlackwellGoogle Scholar
Gutiérrez, K. D.
(2008) Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43 (2), 148–164. DOI logoGoogle Scholar
Hausman-Kelly, T.
(2001) You thought I was a stranger”: Cross-cultural integration in a two-way bilingual classroom. Unpublished doctoral dissertation, Teachers College, Columbia University, New York, NY.
Hamman, L.
(2018) Translanguaging and positioning in two-way dual language classrooms: a case for criticality. Language and Education, 32 (1), 21–42. DOI logoGoogle Scholar
Heiman, D., & Nunez-Janes, M.
(2021) “Research shows that I am here for them”: Acompanamiento as language policy activism in times of TWBE gentrification. Language Policy, 20 1, 491–515. DOI logoGoogle Scholar
Heiman, D.
(2017) Two-way immersion, gentrification, and critical pedagogy: Teaching against the neoliberal logic (Unpublished doctoral dissertation). University of Texas at Austin, Austin, TX.
Herrera, S. G.
(2016) Biography-Driven Culturally Responsive Teaching. Teachers College Press.Google Scholar
Howard, E. R., & Loeb, M. I.
(1998) In their own words: Two-way immersion teachers talk about their professional experiences. ERIC Digest. [URL]
Kelly, L. B.
(2018) Interest convergence and hegemony in dual language: Bilingual education, but for whom and why? Language Policy, 17 1, 1–21. DOI logoGoogle Scholar
Lindholm-Leary, K. J.
(2001) Dual Language Education. Multilingual Matters. DOI logoGoogle Scholar
Martin-Beltrán, M.
(2014) “What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities. International Multilingual Research Journal, 8 (3), 208–230. DOI logoGoogle Scholar
Morales, Z. P., & Maravilla, J. V.
(2019) The problems and possibilities of interest convergence in a dual language school. Theory into Practice, 58 (2), 145–153. DOI logoGoogle Scholar
Muro, J. A.
(2016) “Oil and water”? Latino-white relations and symbolic integration in a changing California. Sociology of Race & Ethnicity ( 2 )41, 516–530. DOI logoGoogle Scholar
Olsen, L.
(1997) Made in America: Immigrant students in our public schools. The New Press.Google Scholar
Palmer, D. K., Cervantes-Soon, C., Dorner, L. & Heiman, D.
(2019) Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education, Theory Into Practice, 58 (2), 121–133. DOI logoGoogle Scholar
Palmer, D. K.
(2007) A dual immersion strand programme in California: Carrying out the promise of dual language education in an English-dominant context. International Journal of Bilingual Education and Bilingualism, 10 (6), 752–768. DOI logoGoogle Scholar
(2009) Middle-class English speakers in a Two-Way immersion bilingual classroom: “Everybody should be listening to Jonathan right now …”. TESOL Quarterly, 43 1, 177–202. DOI logoGoogle Scholar
Perez, B.
(2000) Becoming biliterate. A study of two-way immersion education. Lawrence Erlbaum.Google Scholar
Potowski, K.
(2004) Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. Modern Language Journal, 88 (1), 75–101. DOI logoGoogle Scholar
Roberts, G.
(2021) 2021 Canvas of dual language and immersion (DLI) programs in U.S. public schools. American Councils for International Education. [URL]
Ruiz, R.
(1984) Orientations in language planning. NABE Journal, 8 (2), 15–34. DOI logoGoogle Scholar
Sayer, P.
(2013) Translanguaging, TexMex, and bilingual pedagogy: Emergent bilinguals learning through the vernacular. TESOL Quarterly, 47 (1), 63–88. DOI logoGoogle Scholar
Seltzer, K.
(2020) “My English is its own rule”: Voicing a translingual sensibility through poetry, Journal of Language, Identity & Education, 19 (5), 297–311. DOI logoGoogle Scholar
Snow, C.
(1990) Rationales for native language instruction: Evidence from research. In A. Padilla, H. Fairchild & C. Valadez (Eds.), Bilingual education: Issues and strategies (pp. 60–74). Sage Publications.Google Scholar
Stolte, L.
(2017) Discussing difference: Color-blind collectivism and dynamic dissonance in two-way immersion contexts. Bilingual Research Journal, 40 (2), 205–211. DOI logoGoogle Scholar
Tarone, E. & Swain, M.
(1995) A sociolinguistic perspective on second language use in immersion classrooms. Modern Language Journal, 79 (2), 166–178. DOI logoGoogle Scholar
Turner, A. M.
(2016) Third space openings at a two-way immersion elementary school in North Carolina: Lessons from parent language classes. Bilingual Research Journal, 39 (2), 107–120. DOI logoGoogle Scholar
Uzzell, E. M., & Ayscue, J. B.
(2021) Racial integration through two-way dual language immersion: A case study. Education Policy Analysis Archives, 29 (48). DOI logoGoogle Scholar
Valdés, G.
(2001) Learning and not learning English: Latino students in American schools. Teachers College Press.Google Scholar
(1997) Dual-language immersion programs: A cautionary note concerning the education of language-minority students. Harvard Educational Review, 67 (3), 391–429. DOI logoGoogle Scholar
Volk, D., & Angelova, M.
(2007) Language ideology and the mediation of language choice in peer interactions in a dual-language First Grade. Journal of Language, Identity, and Education, 6 (3), 177–199. DOI logoGoogle Scholar
Wiemelt, J., & Welton, A.
(2015) Challenging the dominant narrative: Critical bilingual leadership (Liderazgo) for emergent bilingual Latin@ students. International Journal of Multicultural Education, 17 (1), 82–101. DOI logoGoogle Scholar