report on the Culver City Spanish Immersion Program designed for the bilingual education of English speaking students learning Spanish showed definite patterns emerging following the second year of the program. The English speaking students were acquiring competence in understanding, speaking, reading, and writing Spanish, while maintaining English language proficiency. These students are also performing on the same level as their English speaking age group who were not in bilingual programs in content subjects such as mathematics.
The Culver City Spanish immersion program: The first two years. The Modern Language Journal, 58(3), 95-103. from Linguistics and Language Behavior Abstracts database.
Cohen, A. D. (1974)
This study examines the academic achievement scores of English learners in a two-way immersion (TWI) program and a Structured English Immersion program in two California elementary schools. In addition, this study compares the English and Spanish academic performance of English learners with the achievement levels of English-dominant students in the same TWI program. A total of 194 students were followed over a three-year period beginning with the 1999-2000 school year and ending in 2001-2002. Assessment scores from the Stanford 9 (reading and mathematics) and the Spanish Assessment for Basic Education (SABE) (reading and mathematics) were collected and analyzed. The findings support work by other researchers who have reported that teaching English learners in their home language does not impede the acquisition of English. Similarly, English-dominant students in a TWI program, by the end of their first and third year of this study, were achieving at-or-above grade level in both English and Spanish.
English learners' academic achievement in a two-way versus a structured English immersion program [Abstract]. Dissertation Abstracts International, A: The Humanities and Social Sciences, 66(5), 1603-A-1604-A. (Available from UMI,Ann Arbor, MI. Order No. DA3175715.)
Pagan, C. R. (2005).