Resources for Language Immersion Education
- Materials and Resources
- Professional Development
- Parent Support
American Council on the Teaching of Foreign Languages (ACTFL)
The American Council on the Teaching of Foreign Languages is the only national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. ACTFL is an individual membership organization of more than 7,000 foreign language educators and administrators from elementary through graduate education, as well as government and industry. ACTFL organizes an annual conference and publishes the journal Foreign Language Annals. In 2010, ACTFL approved the development of a Special Interest Group (SIG) for dual language/immersion educators.
Association canadienne des professeurs d'immersion/Canadian Association of Immersion Teachers (ACPI/ CAIT)
ACPI/ CAIT is a professional non-profit association aims to promote and improve Immersion programs in Canada and provides professional development opportunities for immersion teachers. ACPI/CAIT offers a newsletter and annually sponsors both a summer institute and a conference.
Association of Two-Way and Dual Language Education (ATDLE)
The organization is led by experienced two-way bilingual immersion educators and administrators from throughout California. ATDLE hosts the National Two-Way Bilingual Immersion Conference each summer and provides professional support for TWBI programs throughout the country.
Canadian Association of Second Language Teachers (CASLT)
CASLT promotes the advancement of second language learning and teaching, including immersion, throughout Canada by creating opportunities for professional development, by encouraging research, and by facilitating the sharing of information and the exchange of ideas among second language and immersion educators.
Center for Advanced Research on Language Acquisition (CARLA)
The Center for Advanced Research on Language Acquisition (CARLA) is one of the U.S. Department of Education's Title VI National Language Resource Centers, whose role is to improve the nation's capacity to teach and learn foreign languages effectively. CARLA offers annual summer institutes specifically targeted at the needs of immersion educators.
Center for Applied Linguistics (CAL)
CAL is a private, non-profit organization that carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis. They sponsor up-to-date directories of U.S. total and partial immersion programs & two-way immersion programs. In addition, CAL maintains an extensive array of research-based information on two-way immersion programs in the U.S.
Chinese Early Language and Immersion Network (CELIN)
CELIN was established to strengthen and expand Chinese language education in early childhood, primary grades, and immersion programs. With a focus on Chinese language education, we convene and work together with practitioners, researchers, policy makers, parents, and advocates for language learning across the United States and beyond.
Dual Language Education of New Mexico (DLeNM)
Dual Language Education of New Mexico is a state-based organization created to promote the effective design and implementation of dual language models as defined in New Mexico Best Practices for Dual Language Program's Handbook. This organization is known for its annual fall conference La Cosecha and its participation in developing standards and best practices for two-way immersion. More recent initiatives include professional development and continuing education for immersion professionals and the community members they serve.
Gaelscoileanna is an Irish national organization promoting Irish immersion education. They publish a newsletter (in Irish) three times each year, host an annual conference, and provide a network among Irish immersion schools.
National Association for Bilingual Education (NABE)
NABE is the only national organization exclusively concerned with the education of language-minority students in American schools and actively works to promote educational excellence and equity through bilingual education. NABE sponsors an annual conference and the organization publishes a journal and an online newsletter. The NABE website includes answers to frequently asked questions about bilingual education.
National Dual Language Consortium (NDLC)
In 2006, five non-profit organizations and several leading dual language researchers joined together to form the National Dual Language Consortium. The members conduct research, provide training and services for dual language practitioners, and disseminate information about dual language to a wide audience.
National Network for Early Language Learning (NNELL)
NNELL is an organization for educators involved in teaching foreign languages to children and provides leadership, support, and service to those committed to early language learning and coordinates efforts to make language learning in programs of excellence a reality for all children. The NNELL journal Learning Languages is published three times a year (fall, winter, and spring).
Two-Way Immersion Network for Catholic Schools (TWIN-CS)
TWIN-CS is a cohort of schools selected by Innovation Institute at Boston College to receive training and design support to build two-way immersion programs in their schools.
American Council on Immersion Education (ACIE) Newsletter Archives
ACIE served as an organizational network for individuals interested in immersion education (teachers, administrators, teacher educators, researchers, parents) beginning in spring 1997. Conceived by immersion teachers in Minnesota and funded in part by CARLA at the University of Minnesota, ACIE facilitated communication among immersion teachers and others interested in immersion education for nearly fifteen years and published the ACIE Newsletter. With cuts to funding beginning in 2011, ACIE was not able to make its planned transition to an online journal for immersion practitioners and the decision was made to suspend enrolling new members. Selected articles are archived on the ACIE website and provide a treasure trove of information about immersion education.
Bilingual Research Journal
This is the official journal of the National Association for Bilingual Education.
Canadian Modern Language Review
CMLR publishes peer-reviewed articles on all aspects of language learning and teaching - linguistics, language skills, curriculum, program design, psychology, methodology - making this a great tool for teachers, researchers, professors and policy makers who deal with the realities of second language learning. Article topics range from ESL, to French immersion, to international languages, to native languages, and more.
Impact of Two-Way Immersion on Students' Attitudes Toward School and College
by Kathryn Lindholm-Leary & Graciela Borsato (2002, ERIC Digest EDO-FL-02-01).
This digest reports on a study that examined the impact of participation in a two-way immersion program on the language and achievement outcomes of former program participants and on their current schooling path and college plans.
In Their Own Words: Two-Way Immersion Teachers Talk About Their Professional Experiences
by Elizabeth R. Howard & Michael I. Loeb (1998, ERIC Digest EDO-FL-98-14)
Semi-structured interviews were conducted with eight elementary TWI teachers from various programs across the country, and their responses were used to formulate a professional development needs assessment questionnaire that was distributed to 181 pre-K–8 classroom teachers in 12 TWI programs. Findings from the interviews and questionnaires are presented in this digest.
Raising Bilingual Children: Common Parental Concerns and Current Research
by Kendall King and Lyn Fogle, Georgetown, 2006
The purpose of this digest is to help pediatricians, speech language pathologists, classroom teachers, and other professionals who work with bilingual children and their parents understand common parental concerns related to bilingual childrearing and become familiar with the current science on bilingual child development.
Two-Way Immersion Programs: Features and Statistics
by Elizabeth R. Howard and Julie Sugarman (2001, ERIC Digest EDO-FL-01-01)
This digest summarizes findings from data in the Center for Applied Linguistics' two-way immersion (TWI) directory regarding features of TWI programs, students, and staff.
What Parents Want to Know About Foreign Language Immersion Programs
by Tara W. Fortune and Diane J. Tedick, University of Minnesota
This digest answers some of the most common questions that parents and others ask about foreign language immersion education:
What is a foreign language immersion program and how does it work?
Why should I consider enrolling my child in an immersion program?
How will learning everything in a second language affect my child's English language and literacy development?
Will my child become proficient in the second language? How long will that take?
Is immersion an appropriate choice for all children?
What can I do to support my child's immersion experience if I don't speak the second language?
International Journal of Bilingual Education and Bilingualism
The Journal seeks to promote theoretical and applied research into bilingual education and bilingualism, to provide a truly international exchange, and to encourage international debates and discussions on key issues in areas of controversy in bilingual education and bilingualism, to disseminate internationally effective practice (e.g. in the development of bilingual children, bilingual education, bilingualism in the economy), and to provide interdisciplinary perspectives for an international audience.
Journal of Immersion and Content-Based Language Education (JICB)
The Journal of Immersion and Content-Based Language Education (JICB) is a new international research journal published by John Benjamins with a launch date of Spring, 2013.
JICB aims at publishing research on language immersion and other types of content-based language education programs that are subject matter-driven and subject matter-accountable. We welcome submissions from around the world based on, for example, language immersion education, dual language education, bilingual education, CLIL (content-and-language integrated learning), sheltered English as a Second Language (ESL), language across the curriculum (LAC), language for specific/academic purposes, content-based indigenous language revitalization initiatives, and so on.
Please visit our website for more information and guidelines for authors:http://www.benjamins.com/#catalog/journals/jicb/main
Siv Björklund, University of Vaasa, Finland
Diane J. Tedick, University of Minnesota, USA
Journal of Multilingual and Multicultural Development
The Journal of Multilingual and Multicultural Development is concerned with macro-level coverage of topics in the sociology and social psychology of language, in language and cultural politics, policy, planning and practice, and in all the many ramifications of these broad themes – ethnicity and nationalism, multicultural and pluralist accommodations in heterogeneous societies, issues surrounding collective identity and its ‘markers’, the dynamics of minority groups, educational provisions for language and culture, endangered languages, language and group rights, and so on.
Dual Language New Mexico’s quarterly newsletter contains “the latest developments in program design and implementation, instruction and assessment, family and community, advocacy and political updates, and more. Soleado is just one facet of the DLeNM Clearinghouse, a growing collection of support and resources for development and implementation of dual language education. DLeNM's Professional Subscription, whether institutional or individual, offers benefits like Soleado that are developed with you in mind!”
Bringing the Biodiversity of Ecuador to Spanish Immersion Classrooms
by Diane J. Tedick and Constance Walker with Spanish Immersion Teachers
This Spanish-language science curriculum was developed by immersion language teachers for use in instructional settings at levels K-8. With funding from the U.S. Department of Education's Group Projects Abroad, a group of Spanish immersion teachers, under the direction of Professors Diane Tedick and Constance Walker at the University of Minnesota, traveled to Ecuador in July 1999 to study issues of biodiversity and environmental protection in Spanish. Based on their in-country research, the immersion teachers worked together with the project leaders to create a high quality content-based science curriculum for use in Spanish immersion programs around the country.
CARLA Virtual Assessment Center (VAC)
The VAC is a series of web-based learning modules that provides teachers with background information, step-by-step guidance, and many practical resources on developing proficiency-based second language assessments for the classroom.
Chinese Language Learning in the Early Grades: A Handbook of Resource and Best Practices for Mandarin Immersion
This free resource, published by the Asia Society Partnership for Global Learning, draws on the experiences of a selection of pioneering Chinese immersion programs to address key issues involved in establishing and developing character-based immersion programs in the U.S. It includes a variety of Chinese immersion program profiles and a chapter summarizing research on the benefits and challenges of immersion education.
CoBaLTT Curriculum Development Resources
CoBaLTT provides intensive professional development and online resources that help language teachers create content-based lessons/units using technology to enhance students' language proficiency and content or cultural knowledge. In addition to the online instructional modules, the CoBaLTT project has compiled helpful resources to support the instructional modules, including the lesson plans and units developed by project participants, graphic organizer templates, technology tutorials and ideas, discussion boards for module topics, rubrics and checklists, and others.
Elementary Immersion Learning Strategies Resource Guide (EILS)
This free, interactive website is an online version of Elementary Immersion Learning Strategies Resource Guide published by the National Capital Language Resource Center. Users can follow the guide sequentially, skip to topics of interest, or jump directly to printable resources like lesson plans, charts, and worksheets. Topics covered include: definitions, descriptions, and examples of language learning strategies, teaching students to think about learning, teaching learning strategies using the Cognitive Academic Language Learning Approach, and selecting strategies to introduce to students in language and content areas at each grade level. The site also provides sample lessons for a variety of grade levels, languages, and subject areas, and a review of the literature on language learning strategies instruction. The appendices contain further resources for teachers: an annotated list of stories to help teach learning strategies, a model for developing a learning strategies lesson, and learning strategies lists and definitions in Arabic, Chinese, French, German, Japanese, and Russian.
Evaluator’s Toolkit for Dual Language Programs
This free resource, written Kathryn Lindholm-Leary, Gary Hargett, and supported in part by the California Department of Education, guides novice and expert dual-language school staff members through tools to help them target assessment and accountability guidelines.
Global Literacy through Mandarin Immersion and STEM Project
This project was developed through the Minnesota Mandarin Immersion Collaborative (MMIC), a partnership between four early total Mandarin immersion programs in Minnesota and multiple units at the University of Minnesota with funding from the U.S. Department of Education’s Foreign Language Assistance Program. Led by Immersion Projects coordinator, Tara Fortune, and project director, Molly Wieland, the curriculum team repurposed existing Engineering is Elementary® (EiE®) curriculum for the Gr. 3 unit entitled "Just Passing Through: Designing Model Membranes" and created an expanded multidisciplinary unit of study for the Mandarin immersion classroom. The unit introduces a new framework for integrating, differentiating, and assessing immersion language development. EiE® materials were used with permission from the Museum of Science in Boston.
Guiding Principles for Dual Language
This free resource, also available for purchase as a hard copy, was developed as a tool to support dual-language programs with planning and ongoing implementation. “Grounded in evidence from research and best practices, the guiding principles address program issues in seven strands: Assessment and Accountability, Curriculum, Instruction, Staff Quality and Professional Development, Program Structure, Family and Community, and Support and Resources.”
Ka Papahana Kaiapuni Hawai'i (The Hawaiian Language Immersion Program)
This website is hosted by the office of curriculum, instruction, and Student Support/Instructional Services Branch, Dept of Education, Hawai’i. Ka Papahana Kaiapuni Hawai'i strives to provide quality language immersion education based on knowledge of the Hawaiian language and culture as the foundation upon which individuals become responsible, sensitive, and productive adults who contribute significantly to all levels of Hawaii’s community.
North Carolina Dual Language/Immersion Curriculum
The K-5 Dual Language Curriculum was completed as part of the FLAP grant project "Building the K-5 Infrastructure for Dual Language/Immersion Programs." The draft curriculum was written by teachers and administrators representing 11 dual language/ immersion schools in the state to guide the development of language competencies in these programs and is inclusive of all modern foreign languages.
These schools piloted the draft curriculum during the 2006-2007 school year and a revised draft curriculum document or implementation guide, including glossary, resources and activities, is being compiled.
Struggling Learners and Language Immersion Education: Research-based, Practitioner –informed Responses to Educators’ Top Questions
Recently published, this handbook is geared toward immersion parents, K-8 teachers, educational specialists, administrators and policy makers who work with dual language and immersion students. Growing out of work led by Dr. Tara Fortune, immersion projects coordinator at CARLA, the book fills a vital need for information on a topic that is fast becoming a widespread challenge as immersion programs become increasingly popular across the country.
The Two-Way Immersion Toolkit
The Two-Way Immersion Toolkit, developed by the Center for Applied Linguistics (CAL) and The Education Alliance, is a resource for teachers, parents, and administrators involved with two-way immersion (TWI) programs, particularly those at the elementary school level. The Toolkit is designed to meet the growing demand from teachers, administrators, and parents for guidance related to the effective implementation of TWI programs. It is composed of three segments that address program design and planning, classroom instruction, and parental involvement, respectively.
**Many of the websites linked throughout these resources provide professional development opportunities. Be sure to check the sites thoroughly to find this information.
CARLA Summer Institutes
Each summer CARLA offers specific professional development opportunities for immersion educators including teachers, administrators, curriculum coordinators, as well as other educational specialists who work with immersion programs.
Dual Language Certificate at California State University-San Marcos
The local Dual Language Certificate issued by the School of Education at California State University-San Marcos is designed for educators to meet the growing need of dual and multilingual education at local, national and international levels. The certificate program examines a variety of school-based models to offer candidates, teachers and school administrators an opportunity to better understand the theoretical principles, research, and instructional practices of teaching and learning in dual language immersion settings.
Online Dual Language Certificate at San Diego State University
Sponsored by the Department of Dual Language and English Learner Education, this professional certificate program is now available ONLINE. It provides K-12 teachers and other education professionals with specialized course work in dual language programming. Dual language education provides instruction in two languages and is aimed for students to develop competencies in bilingualism, biliteracy and biculturalism/multiculturalism.
Online Dual Language and Immersion Certificate Program at the University of Minnesota
The certificate program in dual language and immersion education prepares teachers and other educators to work effectively in immersion settings. Offered by the College of Education and Human Development's Department of Curriculum and Instruction (C&I), the program was designed jointly by the college's second languages and cultures (SLC) education faculty and representatives of dual language and immersion programs in the Twin Cities metropolitan area. Educators can complete the certificate with two to four years of part-time study. The certificate can be completed online or may incorporate elective credits earned through face-to-face CARLA summer institutes. It may be completed independently or in conjunction with a master of education (M.Ed.), master of arts (M.A.), or doctor of philosophy (Ph.D.) program.
Dual Language Institutional Certificate at Edgewood College
The institutional certificate offered by Edgewood College (in Madison, WI) addresses the needs of educators working in one-way (foreign languages and indigenous languages), two-way, and developmental bilingual programs.
Immersion Certificate Program and M.Ed. concentration at McNeese State University
The certificate program in language immersion education at McNeese State University (in Lake Charles, LA) follows the Utah certification standards for language immersion certification. Each course is offered as a professional development (3 to 4 days) workshop and then there is a competency requirement that ensures that teachers are able to implement the methods and strategies discussed during the professional development sessions.
For more information contact: Michelle Haj-Broussard at firstname.lastname@example.org.
Teaching Dual Language Learners (TDLL) Certificate Program at the Lynch School of Education, The Boston College
The Teaching Dual Language Learners (TDLL) Certificate Program is the first to be offered in Massachusetts with a focus on preparing elementary teachers for teaching positions in dual-language immersion programs.
Immersion Teaching Strategies Observation Checklist
The Immersion Teaching Strategies Observation Checklist was initially developed in 2000 during a CARLA summer institute facilitated by Tara Fortune at the University of Minnesota. "Effective Immersion Pedagogy" institute participants included immersion researchers, teachers, curriculum specialists, and administrators. This collaborative institute by-product was intended to support pre-service and practicing teachers with their ongoing professional development goals. It can be also used to inform and focus classroom observation for program leaders. In 2014, Tara Fortune revised the checklist to include recent research findings and practitioner feedback.
Canadian Parents for French (CPF)
CPF is a national network of volunteers that values French as an integral part of Canada and is dedicated to the promotion and creation of French second language learning opportunities for young Canadians. CPF sponsors a newsletter and an annual conference, and offers a website with many resources for educators and parents of children in French immersion programs.
Mandarin Immersion Parents Council (MIPC)
MIPC is a resource for families interested in Mandarin immersion education. This non-profit group operates through the Jinshan Mandarin Education Council. The MIPC web site is an information source for Mandarin immersion schools nationwide.
Multilingual Children’s Association Website
The Multilingual Children's Association focuses on the day-to-day joys and challenges of raising bilingual and multilingual children. This user-friendly website includes up-to-date information and useful resources for families seeking to raise multilingual children.
Language Immersion in the Americas (LIM-A)
The LIM-A listserv is for all those interested in or involved with language immersion education in the Americas. LIM-A is administered by the Center for Advanced Research on Language Acquisition. To subscribe, send an email message to LISTSERV@lists.umn.edu. The message without subject line or signature should read:
subscribe LIM-A your first and last names
Language Immersion in Europe (LIME)
The LIME listserv is a free electronic discussion forum for scholars, teachers, administrators and others interested in the teaching, study and administration of language immersion in general and in Europe in particular. LIME is based at the University of Vaasa, Finland. To subscribe, send an email to Limeemail@example.com with
subscribe LIME <your address>
in the body of the message.
Dual Language Education of New Mexico (DLENM-L)
This listserv is designed specifically to support dual language programs. It is administered by Dual Language Education of New Mexico, a non-profit organization. To subscribe follow the instructions on the listserv website. There is also an archive of past listserv discussions about dual language program issues.
Resources for Spanish dual language/immersion classroom
Shared by Luz Celedon and Courtney Klaetsch
Nuestro Mundo Community School, Madison WI
Resources for Chinese Language and culture education
Shared by Tara Fortune (CARLA), Molly Wieland (XinXing Academy, Hopkins Public Schools, MN), Ping Peng (Minnetonka Public Schools, MN), and Elizabeth Weise (Mandarin Immersion Parents Council, CA)
Resources for French Immersion
Shared by Maureen Curran-Dorsano
Elementary French Immersion School, Edina MN