Full Citation

Title: Learning in Two Languages: Spanish-English Immersion in U.S. Public Schools

Citation Type: Working Paper

Publication Year: 2004

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Abstract: A growing group of public schools in the United States is voluntarily adopting policies that regard the enrollment of children whose native language is not English as an advantage, not a liability or a complication. This study focuses specifically on dual-language programs that group native Spanish-speakers in the same classroom with native English-speakers, with the goals of bilingual proficiency, high academic achievement, and cross-cultural awareness. Under what demographic, socioeconomic, and political circumstances will community members and school administrators value bilingualism to this degree? The models developed and tested here incorporate factors that influence the probability of a school district instituting and maintaining one or more Spanish-English dual-language programs. The findings show that school district and parent demographics play the most important role. It is noteworthy that dual language programs appear to be viable in racially and economically diverse settings.

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Authors: Linton, April

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Publication Number: 106

Institution: University of California-San Diego

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Publisher Location: San Diego, CA

Data Collections: IPUMS USA

Topics: Education, Migration and Immigration, Race and Ethnicity

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