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Article published In:
Language Teaching for Young Learners
Vol. 3:1 (2021) ► pp.28–65
Survey Article

A review of Korean/English and Mandarin/English dual language programs in the United States

 | University of California, Santa Barbara
 | University of California, Santa Barbara
The benefits of dual language immersion (DLI) instruction, both in one-way and two-way immersion programs, have been widely documented through empirical studies spanning nearly five decades. In the U.S. context, most research to date on DLI education has been based on Spanish/English programs, which offer instruction in two Indo-European languages that share many typologically similar features. In light of the fact that there has been a growing trend in programs of other language combinations, such as Mandarin and English, it is necessary to understand how different partner language combinations in DLI programs may impact students’ learning outcomes. Thus, by surveying research on Korean/English and Mandarin/English DLI programs, this paper examines how DLI programs that operate in languages with significantly different linguistic typologies and different scripts affect students’ academic achievement and their development of bilingual proficiency. Based on the studies reviewed, areas for further research to advance our understanding of how DLI programs in English and Korean or Mandarin can effectively and efficiently develop students’ bilingualism/biliteracy and academic achievement are proposed.
Keywords: dual language immersion, two-way immersion, one-way immersion, Korean, Mandarin, English, language proficiency, academic achievement
Article outline
  • 1.Introduction
  • 2.DLI parameters
    • 2.1DLI programmatic designs
  • 3.Methods
  • 4.Survey of DLI literature
    • 4.1Korean/English DLI programs
      • 4.1.1Korean language characteristics
      • 4.1.2Studies on Korean/English DLI programs in the U.S.
    • 4.2Mandarin/English DLI programs
      • 4.2.1Chinese language characteristics
      • 4.2.2Studies on Mandarin/English DLI programs in the U.S.
        • 4.2.2.1Mandarin language proficiency outcomes
        • 4.2.2.2Academic outcomes
  • 5.Shared challenges and recommendations for future research
    • 5.1Challenges with assessment practices
    • 5.2Challenges with instructional practices
    • 5.3Challenges with DLI offerings
  • 6.Conclusion
  • Notes
  • References
Published online: 16 April 2021
DOI logo
https://doi.org/10.1075/ltyl.19020.lee
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