Teaching Bilingual Education through Two-Way Immersion

Author:Eugene Kabbe
Cihan University-Erbil,Department of English, College of Arts & Letters

DOI: http://dx.doi.org/10.24086/cuesj.si.2018.n1a5


This paper explores five published articles that report on the benefits of Bilingual Education. Not only the results of studies done through education in the classroom, but also studies done on the brain that indicate that bilingual students have more brain activity during their experiments than their monolingual cousins. The articles come from different aspects of bilingualism but when put together tell an interesting story. For example, Kabbe (2012) looks at the history of bilingualism in the United States and tells an historical perspective on how immigrants faced learning English. Howard et al, talks about the positive aspects of two-way immersion and sites results of tests done between monolingual and bilingual students showing that bilingual students outperform, overall, consistently. Olsen, K. (2007) article goes into the serious problems California has experienced with non-English speakers and proposition 227, which restricts two-way or duel language instruction and imposes sink or swim studies for the non-English speakers and the problems that result. I then use an article by Kovelman et al, (2008) on how the brain functions and how bilingual students brains have more activity and score higher than monolingual brains. This paper examines bilingual instruction and the importance two-way or duel language instruction has on non-English speakers.

Keywords:  Bilingualism, Bilingual Education, Two-Way Immersion


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