en español
How do students in TWI [two-way immersion] programs compare academically to students in other types of educational programs?
Several investigators have examined the reading and math achievement of students in dual language
programs at late elementary or secondary levels to determine the long-term impact of TWI programs (e.g., Cazabon, Nicoladis, & Lambert, 1998; Collier & Thomas, 2004; Howard, Sugarman & Christian, 2003; Kirk-Senesac, 2002; Lindholm-Leary, 2001, 2005).
These studies showed that overall both English language learners and native English speakers made
significant progress in both languages; both groups scored at or well above grade level in both
languages by middle school; and both groups performed at comparable or superior levels compared
to same-language peers in other educational settings. On norm-referenced standardized tests of
reading and math achievement in English, native English speakers outscored their English-only peers
in English-only classrooms. English language learners who had learned English in a TWI program
scored significantly higher than their English language learning peers who had studies in other kinds
of programs in the state and also performed on a par with native English speaking students in
English-only classrooms (Lindholm-Leary, 2004; Lindholm-Leary & Borsato, in press).
Parents' Questions about Two-Way Immersion (TWI). (2005). In E. R. Howard, J. Sugarman, M. Perdomo, & C. T. Adger. The two-way immersion toolkit. Washington, DC, and Providence, RI: Center for Applied Linguistics and The Education Alliance at Brown University. p. 176. Reproduced with permission.
http://www.alliance.brown.edu/pubs/twi/pdf_files/toolkit_all.pdf
