ABSTRACT

The positive research outcomes associated with immersion and dual language (ImDL) education are associated with well-implemented programs. Therefore, Chapter 2 describes in detail 14 features that characterize well-implemented ImDL programs and reviews research to support them. The 14 features are distributed across five categories, including (1) program leadership and design (informed leadership, commitment to model and goals, and commitment to diversity and equity), (2) teachers (high-quality, highly proficient teachers, sustained professional development, and teacher collaboration), (3) families and community, (4) curriculum and instruction (content, language, and culture integration; literacy in both languages; language status and equity; and separate instructional spaces for program languages), and (5) assessment and accountability (program-level assessment of achievement in both languages and of minority-language growth, and classroom-level assessment of goals). Significant attention is given to the topic of maintaining separate instructional spaces for program languages, given current emphasis on translanguaging in the field of second language education.