This literature review examines the procedure for implementing a dual immersion program in a public elementary school. Two-way bilingual programs carry on the goals of bilingual proficiency, academic proficiency, academic achievement, and positive cross-cultural attitudes and behaviors. This type of program refers to an integrated model in which speakers of two languages are placed together in a bilingual classroom to receive instruction across the curriculum through the two target languages. It is a grade-level, mainstream bilingual program, in which native-English speakers are included.
The results of two-way bilingual program studies point to their effectiveness in educating nonnative-English speaking students. The ultimate goal for two-way bilingual programs is to produce students fluent in two languages and to improve the relationships between majority and minority group members by enhancing their cross-cultural understanding and appreciation.
","abstract_html":"<p>This literature review examines the procedure for implementing a dual immersion program in a public elementary school. Two-way bilingual programs carry on the goals of bilingual proficiency, academic proficiency, academic achievement, and positive cross-cultural attitudes and behaviors. This type of program refers to an integrated model in which speakers of two languages are placed together in a bilingual classroom to receive instruction across the curriculum through the two target languages. It is a grade-level, mainstream bilingual program, in which native-English speakers are included.</p> <p>The results of two-way bilingual program studies point to their effectiveness in educating nonnative-English speaking students. The ultimate goal for two-way bilingual programs is to produce students fluent in two languages and to improve the relationships between majority and minority group members by enhancing their cross-cultural understanding and appreciation.</p>","abstract_has_math":false,"creators":["Soltes, Lea N."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:29Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/191","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Soltes, Lea N."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/191"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This literature review examines the procedure for implementing a dual immersion program in a public elementary school. Two-way bilingual programs carry on the goals of bilingual proficiency, academic proficiency, academic achievement, and positive cross-cultural attitudes and behaviors. This type of program refers to an integrated model in which speakers of two languages are placed together in a bilingual classroom to receive instruction across the curriculum through the two target languages. It is a grade-level, mainstream bilingual program, in which native-English speakers are included.
The results of two-way bilingual program studies point to their effectiveness in educating nonnative-English speaking students. The ultimate goal for two-way bilingual programs is to produce students fluent in two languages and to improve the relationships between majority and minority group members by enhancing their cross-cultural understanding and appreciation.
"]},{"key":"dc:title","label":"Title","values":["A Literature Review: Dual Immersion Programs in Elementary Schools"]}]}],"canonical_facts":{"dc:creator":["Soltes, Lea N."],"dc:description.abstract":["This literature review examines the procedure for implementing a dual immersion program in a public elementary school. Two-way bilingual programs carry on the goals of bilingual proficiency, academic proficiency, academic achievement, and positive cross-cultural attitudes and behaviors. This type of program refers to an integrated model in which speakers of two languages are placed together in a bilingual classroom to receive instruction across the curriculum through the two target languages. It is a grade-level, mainstream bilingual program, in which native-English speakers are included.
The results of two-way bilingual program studies point to their effectiveness in educating nonnative-English speaking students. The ultimate goal for two-way bilingual programs is to produce students fluent in two languages and to improve the relationships between majority and minority group members by enhancing their cross-cultural understanding and appreciation.
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