Document Type

Article

Publication Date

12-2009

Source Publication

Urban Review

Abstract

Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model can be effective in these regards, we know little about how such schools address other dimensions of diversity, including race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions in the areas of recruitment and retention in two two-way immersion schools.

Comments

Originally published in Urban Review, Volume 41, No. 5 (December 2009), online at: http://dx.doi.org/10.1007/s11256-008-0111-0

The original publication is available at www.springerlink.com