chapter  6
24 Pages

Latino Children’s Spanish Use in a Chicago Dual-Immersion Classroom

United States public schools offer several programs for language-minority students

learning English at school. Most of these programs seek to transition students to

all-English classrooms as soon as they have reached a certain level of English proficiency

(for a description of bilingual education programs, see Crawford, 1995). But some

programs, including dual-immersion or two-way bilingual immersion programs,

encourage the development of students’ first language (L1) as well as their English by

imparting the curriculum in both languages.1 These schools also target language majority students. Ideally, half of the students in the classroom are native English speakers

learning the minority language, in this case Spanish, as a second language (L2).