Title

Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes

School/Department

School of Education

Publication Date

8-2011

Abstract

Forty initially English-dominant Latino students in four 90:10 Spanish two-way dual-immersion programs and 62 of their peers in mainstream English programs were studied to find out if their attitudes toward Spanish and Spanish-dominant individuals differ. Significant differences were found on many variables, with two-way dual-immersion students presenting higher means in each case of statistical significance, especially on variables measuring pleasure with Spanish reading and comfort speaking Spanish in public. Differences, again with higher means for dual-immersion students, were also noted for variables measuring general biculturalism. Attitudinal change is considered in light of relations between Latino generational subgroups.

Keywords

Immersion method (Language teaching); Study and teaching--Immersion method

Publication Title

Bilingual Research Journal

Volume

34

Issue

2

First Page

125

Last Page

141

DOI of Published Version

10.1080/15235882.2011.598059

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