This book describes the development process and dynamics of change in the
course of implementing a two-way bilingual immersion education program in
two school communities. The focus is on the language and literacy learning
of elementary-school students and on how it is influenced by parents,
teachers, and policymakers. Pérez provides rich, highly detailed
descriptions, both quantitative and qualitative, of the change process at
the two schools involved, including student language and achievement data
for five years of program implementation that were used to test the basic
two-way bilingual theory, the specific school interventions, and the
particular classroom instructional practices.
The contribution of Becoming Biliterate: A Study of Two-Way Bilingual
Immersion Education is to provide a comprehensive description of contextual
and instructional factors that might help or hinder the attainment of
successful literacy and student outcomes in both languages. The study has
broad theoretical, policy, and practical instructional relevance for the
many other U.S. school districts with large student populations of
non-native speakers of English.
This volume is highly relevant for researchers, teacher educators, and
graduate students in bilingual and ESL education, language policy,
linguistics, and language education, and as a text for master's- and
doctoral-level classes in these areas.