Abstract
This paper describes an in-depth case study of a Chinese-English bilingual immersion program in a large school district. The author concludes from the results of various performance measures that the students in the program benefited from additive bilingualism, they learned a second language and maintained their first language. Data also indicated that the bilingual immersion students outperformed non-immersion peers on standardized state assessments.
Topics
Program Design and Implementation
Dual Language Programs
Case Studies
Bilingualism