Abstract
In the US and Canada, bilingual and language immersion education – the practice of schooling in two or more languages as a means to develop advanced levels of bilingualism and biliteracy – emerged in the 1960s/1970s. Today, different program options are available to preK-12 learners from majority (English) and minority (non-English) linguistic backgrounds for a range of purposes.1 These include (a) developmental bilingual programs2 in the US, which have traditionally targeted minority language learners; (b) foreign/second language (L2) immersion, which has largely served majority language learners in the US and Canada; and (c) US two-way immersion programs, which intentionally enroll both majority and minority language students.
| Original language | English (US) |
|---|---|
| Title of host publication | Perspectives on Language as Action |
| Publisher | Channel View Publications |
| Pages | 27-44 |
| Number of pages | 18 |
| ISBN (Electronic) | 9781788922944 |
| ISBN (Print) | 9781788922920 |
| State | Published - Feb 22 2019 |
Bibliographical note
Publisher Copyright:© 2019 Mari Haneda, Hossein Nassaji and the authors of individual chapters.