A Case for Adult Two-Way Bilingual Immersion

Autor/in	Van Booven, Christopher D.
Titel	A Case for Adult Two-Way Bilingual Immersion
Quelle	In: CATESOL Journal, 23 (2012) 1, S.1-27 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	Bilingual Education; Immersion Programs; Adult Learning; Second Language Learning; Community Programs; Bilingualism; Academic Achievement; Cultural Awareness; Elementary Education; Social Influences; Barriers; Student Placement; Language Usage; Literacy; Native Language; Experience; Language Minorities; Student Motivation; Interlanguage; School Community Programs; Surveys; Interviews; California (Los Angeles) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Adulte education; Adult training; Erwachsenenbildung; Zweitsprachenerwerb; Bilingualismus; Schulleistung; Cultural identity; Kulturelle Identität; Elementarunterricht; Sozialer Einfluss; Schülerpraktikum; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Erfahrung; Sprachminderheit; Schulische Motivation; Zielsprache; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik
Abstract	The present study investigates 2-way bilingual immersion (TWBI) as a potentially viable pedagogical model for adult language learners. A review of the literature on TWBI at the K-6 level is provided, followed by an examination of key issues in adult second and foreign language education. Implications for potential adult TWBI programs are discussed along with recommendations for further investigation. Finally, the author presents an exploratory study of a nonformal, community-based adult TWBI program in Los Angeles known as I HABLO U. The results of this study suggest that while adult TWBI shares many of the learner and administrative challenges documented in K-6 TWBI programs, adult learners in TWBI programs contend with a unique set of problems and also enjoy a number of advantages that K-6 learners may not experience. The author concludes that scholars must widen the focus of current research and evaluative efforts of TWBI to consider adult learners. (As Provided).
Anmerkungen	CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01