Compiled by Tara W. Fortune, Ph.D., Immersion Project Coordinator, CARLA – Annotations by Diane J. Tedick and Constance L. Walker, Faculty, Second Languages and Cultures Education, University of Minnesota.

Selected One-Way Language Immersion Bibliography

• Immersion Education
• Benefits of Immersion Education: Cognitive Development
• Academic and Language Outcomes of Immersion Education
• Integrating Content and Language in Immersion Classrooms
• Focus on Form in Second Language/Content-Based Instruction
• Effective Instructional Strategies for Immersion/Second Language Teachers
• Literacy Issues
• Secondary Immersion
• Parent Support and the Home-School Connection
• Administrative Issues
• Immersion Teacher Education

Immersion Education

Bernhardt, E. B. (Ed.) (1992). Life in language immersion classrooms. Clevedon, England: Multilingual Matters, Ltd.

Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. Available online: http://www.iteachilearn.com/cummins/immersion2000.html

Genesee, F. (1985). Second language learning through immersion: A review of U.S. programs. Review of Educational Research, 55(4), 541–561.

Harley, Birgit. (1998). French immersion research in Canada: The 1990s in perspective. Mosaic, 6(1), 3-10.

Lindholm-Leary, K. (2001). Theoretical and conceptual foundations for dual language education programs. In K. Lindholm-Leary, Dual language education (pp. 39-58). Clevedon, England: Multilingual Matters Ltd.

Met, M., & Lorenz, E. (1997). Lessons from U.S. immersion programs: Two decades of experience. In R. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 243-264). Cambridge, UK: Cambridge University Press.

Swain, M. & Johnson, R. K. (1997). Immersion education: A category within bilingual education. In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 1-16). NY: Cambridge University Press.

Walker, C.L. & Tedick, D.J. (2000). The complexity of immersion education: Teachers address the issues. Modern Language Journal, 84 (1), 5-27.

Benefits of Immersion Education: Cognitive Development

Bamford, K. & Mizokawa, D. (1991). Additive-bilingual (immersion) education: Cognitive and language development. Language Learning, 41(3), 413-429.

Centeno, J., & Obler, L. K. (2001). Bilingualism principles. In M. Ponton and J. L. Carrion (Eds.), Neurospychology and the Hispanic Patient. Mahwah, NJ: Lawrence Erlbaum.

Cook, V. (1997). The consequences of bilingualism for cognitive processing. In A. M. B. De Groot & J. F. Kroll (Eds.), Tutorials in Bilingualism. Mahwah, NJ: Lawrence Erlbaum.

Diaz, R., & Klingler, C. (1991). Towards an explanatory model of the interaction between bilingualism and cognitive development. In E. Bialystok (Ed.), Language Processing in Bilingual Children. Cambridge: Cambridge University Press.

Hakuta, K. (1990). Language and cognition in bilingual children. In A. Padilla, H. Fairchild, & C. Valadez (Eds.), Bilingual education: Issues and strategies. Newbury Park, CA: Sage.

Hakuta, K. (1986). Cognitive development of bilingual children. Center for Language Education and Research, UCLA.

Jarvis, L. H., Danks, J.H., Merriman, W.E. (1995). The effect of bilingualism on cognitive ability: A test of the level of bilingualism hypothesis. Applied Psycholinguistics, 16, 293-308.

Paradis, M. (1997). The cognitive neuropsychology of bilingualism. In A. M. B. De Groot & J. F. Kroll (Eds.), Tutorials in Bilingualism. Mahwah, NJ: Lawrence Erlbaum.

Vaid, J. (Ed.). (1986). Language Processing in Bilinguals: Psycholingistic and Neurolinguistic Perspectives. Hillsdale, NJ: Lawrence Erlbaum.

Wilburn Robinson, Deborah. (1998). The cognitive, academic, and attitudinal benefits of early language learning. In Met, Mimi. (Ed.), Critical issues in early second language learning: Building for our children’s future (pp. 37-43). Reading, MA: Scott Foresman – Addison Wesley.

Academic and Language Outcomes of Immersion Education

Caldas, S., & Boudreaux, N. (1999). Poverty, race, and foreign language immersion: Predictors of math and English language arts performance. Learning Languages, 5(1), 4-15.

de Courcy, M., Warren, J., & Burston, M. (2002). Children from diverse backgrounds in an immersion programme. Language and Education, 16(2), 112-127.

Genesee, F. (1987). Learning through two languages. Cambridge, MA: Newbury House.

Harley, Birgit. (1998). The outcomes of early and later language learning. In Met, M. (Ed.), Critical issues in early second language learning: Building for our children’s future (pp. 26-31). Reading, MA: Scott Foresman – Addison Wesley.

Holobow, N, Genesee, F., & Lambert, W. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179-198.

Howard, L., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education: A review of the research. Report 63. Baltimore, MD: Center for Research on the Education of Students Placed At Risk (CRESPAR).

Lapkin, S. (1984). How well do immersion students speak and write French? The Canadian Modern Language Review, 40(5), 575-585.

Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. The Canadian Modern Language Review, 48(1), 11–40.

Lindholm-Leary, K. (2001). Student outcomes in dual language education programs. In K. Lindholm-Leary, Dual language education (pp. 171-290). Clevedon, England: Multilingual Matters Ltd.

Swain, M. (1984). A review of immersion education in Canada: Research and evaluation studies. In Studies on immersion education: A collection for United States educators, (pp. 87-112). Sacramento: California State Department of Education.

Swain, M. & Carroll, S. (1987). The immersion observation study. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of bilingual proficiency final report, vol. 2 (pp 190-341). Toronto: Ontario Institute for Studies in Education. Modern Language Center.

Turnbull, M., Lapkin, S., Hart, D. (2001). Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review, 58(1), 9-26).

Integrating Content and Language in Immersion Classrooms

Cantoni-Harvey, G. (1987). Content-area language instruction: Approaches and strategies. Reading, MA: Addison-Wesley.

Chamot, A.U., & O’Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.

Crandall, J. (1992). Content-centered instruction in the United States. Annual Review of Applied Linguistics, 13, 111-26.

Genesee, F. (1991). Second language learning in school settings: Lessons from immersion. In A.G. Reynolds (Ed.), Bilingualism, mulitculturalism, and second language learning, pp. 183-202. Hillsdale, NJ: Lawrence Erlbaum.

Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report #11. Santa Cruz, CA: The National Center for Research on Cultural Diversity and Second Language Learning.

Met, M. (1991). Learning language through content; learning content through language. Foreign Language Annals, 24(4), 281-95.

Met, M. (1998). Curriculum decision-making in content-based teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education, pp. 35-63. Clevedon, England: Multilingual Matters Ltd.

Mohan, B. (1986). Language and content. Reading, MA: Addison-Wesley.

Mohan, B. (1979). Relating language teaching and content teaching. TESOL Quarterly, 13(2), 171-182.

Short, D. (1991). Integrating language and content instruction: Strategies and techniques. NCBE Program Information Guide Series, 7. Washington, DC: National Clearinghouse for Bilingual Education.

Short, D. (1993). Assessing integrated language and content instruction. TESOL Quarterly, 27(4), 627-656.

Snow, M.A., Brinton, D.M. (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.

Snow, M.A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language programs. TESOL Quarterly, 23(2), 201-217.

Swain, M. (1988). Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6, 68-83.

Tedick, D., Jorgensen, K., & Geffert, T. (2001). Content-based language instruction: The foundation of language immersion education. ACIE Newsletter 4(3), Bridge Insert, pp. 1-8.

Focus on Form in Second Language/Content-Based Instruction

Doughty, C., & Williams, J. (1998). Focus on form in classroom SLA. New York: Cambridge University Press.

Harley, B. (1998). The role of form-focused tasks in promoting child L2 acquisition. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 156-174). Cambridge: Cambridge University Press.

Lapkin, S. & Swain, M. (1996). Vocabulary teaching in a grade 8 French immersion classroom: A descriptive study. The Canadian Modern Language Review, 53, 242-256.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.

Lyster, R. (1998). Form in immersion classroom discourse: In or out of focus? Canadian Journal of Applied Linguistics, 20 (1-2).

Lyster, R. (2002). The importance of differentiating negotiation of form and meaning in classroom interaction. In P. Burmeister, T. Piske, & A. Rohde (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 381-397). Trier, Germany: Wissenschaftlicher Verlag Trier.

Netten, J. (1991). Towards a more language oriented second language classroom. In L. Malavé and G. Duquette (Eds.), Language, culture and cognition (pp. 284-304). Clevedon: Multilingual Matters.

Swain, M. (1996). Integrating language and content in immersion classrooms: Research perspectives. The Canadian Modern Language Review 52, 529-48.

Wright, R. (1996). A study of the acquisition of verbs of motion by grade 4/5 early French immersion students. The Canadian Modern Language Review, 53, 257-280.

Effective Instructional Strategies for Immersion/Second Language Teachers

Arnau, J. (2000). Catalan immersion teachers: Principles of language teaching. International Journal of Bilingual Education and Bilingualism, 3(2), 79-100.

Boutin, F. (1993). A study of early French immersion teachers as generators of knowledge. Foreign Language Annals, 26(4), 511-524.

British Columbia Teachers’ Federation. (May 2001). Implementing and evaluating a school-based peer tutoring program. British Columbia Teachers’ Federation Research, Vancouver, BC, Canada.

Cloud, N., Genesee, F., & Hamayan, E. (2000). Teaching content. In N. Cloud, F. Genesee, & E. Hamayan, Dual language instruction: A handbook for enriched education, pp. 113-138. Boston, MA: Heinle & Heinle Publishers.

Espino-Calderón, M., & Minaya-Rowe, L. (2003). Instructional techniques and activities for second language learners. In M. Espino-Calderon & L. Minaya-Rowe, (Eds.), Designing and implementing two-way bilingual programs (pp. 85-106). Thousand Oaks, CA: Corwin Press, Inc.

Fortune, T. with C. Fernandez del Rey. (2003). Maximizing language growth through collaborative-creative writing. Bridge Insert. The ACIE Newsletter, Vol. 6 (2), 1-8.

Harley, B. (1993). Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-60.

Hoare, P. (2001). A comparison of the effectiveness of a "language aware" and a "non language aware" late immersion teacher. In S. Björklund (Ed.), Language as a tool: Immersion research and practices (pp. 196-210). Vaasa, Finland: University of Vaasa.

Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.

Kanagy, R. (2001). Hai, genki desu: Doing fine in a Japanese immersion classroom. In D. Christian & F. Genesee (Eds.), Bilingual education (pp. 139-150). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.

Lapkin, S., & Swain, M. (1996). Vocabulary teaching in a grade 8 French immersion classroom: A descriptive case study. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 53(1), 242–256.

Lyster, R. (1994). The effect of functional-analytic teaching on aspects of French immersion students’ sociolinguistic competence. Applied Linguistics, 15, 263–387.

Lyster, R. (1998). Immersion pedagogy and implications for language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 64-95). Clevedon, England: Multilingual Matters.

Montgomery County Public Schools. (1989). What it means to be an immersion teacher. Rockville, MD: Montgomery County Public Schools.

Met, M. (1989). Walking on water and other characteristics of effective elementary school foreign language teachers. Foreign Language Annals, 22(2), 175-183.

Rhodes, N. (1998). Assessment instruments for immersion students and programs. In C.A. Klee, A. Lynch, & E. Tarone (Eds.), Research and practice in immersion education: Looking back and looking ahead. Selected Conference Proceedings (pp. 117-132). Minneapolis, MN: University of Minnesota, CARLA Working Paper Series #10.

Salamone, A. (1992). Student-teacher interactions in selected French immersion classrooms. In E. Bernhardt (Ed.), Life in language immersion classrooms (pp. 97-109). Philadelphia: Multilingual Matters.

Snow, M. Ann. (1987). Immersion teacher handbook. Center for Language Education and Research. Los Angeles: University of California. (ERIC Document Reproduction Service No. ED 291 243).

Snow, M. (1990). Instructional methodology in immersion foreign language education. In A. Padilla, H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 156-171). Newbury Park, CA: Sage.

Stevens, F. (1983). Activities to promote learning and communication in the second language classroom. TESOL Quarterly 17(2), 259-272.

Swain, M. (2001). Integrating language and content teaching through collaborative tasks. The Canadian Modern Language Review, 58(1), 44-63.

Literacy Issues

Hall, K. (1994). Process writing in French immersion. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 51(3).

Hornberger, N. (1994). Continua of biliteracy. Chapter 4 of B. Ferdman, R. Weber, & A. Ramirez, Literacy across languages and cultures. NY: SUNY Press.

Kern, R. (1992). Teaching second language texts: Schematic interaction, affective response and the directed reading-thinking activity. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 48(2).

Laing, D. (1988). A comparative study of the writing abilities of English-speaking grade 8 students in French-speaking schools. Canadian Journal of Education, 13(2), 306-324.

Malicky, G. V., Fagan, W. T., & Norman, C. A. (1988). Reading processes of French immersion children reading in French and English. Canadian Journal of Education, 13(2), 277-289.

Paribakht, T. S. (1996). Enhancing vocabulary acquisition through reading: Hierarchy of text-related exercise types. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 52(2).

Ramirez, A. (1994). Literacy acquisition among second language learners. Chapter 3 of B. Ferdman, R. Weber, & A. Ramirez, Literacy across languages and cultures. NY: SUNY Press.

Romney, J. C., Romney, D. M., & Menzies, H. M. (1995). Reading for pleasure in French: A study of the reading habits and interests of French immersion children. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 51(3), 474-511.

Swain, M., Lapkin, S., Rowen, N., & Hart, D. (1990). The role of mother tongue literacy in third language learning. Language, Culture, and Curriculum, 3(1), 65-81.

Swain, M. & Lapkin, S. (1991). Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In A. Reynolds (Ed.), Bilingualism, multiculturalism, and second language learning (pp. 203-216). Hillsdale, New Jersey: Lawrence Erlbaum Associates. 41-54.

Secondary Immersion

Barr-Harrison, P. (Winter, 2000-2001). High school immersion in the United States: A research study. ERIC/CLL Newsbulletin, 23(2), 1-2.

Fortune, T., Miller, K., & Tedick, D. (Eds.). (2003, May). The ACIE Newsletter, 6 (3). The Center for Advanced Research on Language Acquisition, University of Minnesota, Minneapolis.

García, P. A., Lorenz, E.B., & Robison, R. E. (1995). Reflections on implementing middle school immersion programs: Issues, strategies, and research. In R. Donato and R. M. Terry (Eds.), Foreign language learning: The journey of a lifetime. Lincolnwood , IL: National Textbook Co.

Lewis, C. and Stan M. Shapson. (1989). Secondary French Immersion: A Study of Students Who Leave the Program. The Canadian Modern Language Review, 45, 3, 539-548.

Met, M. (1995). Foreign language instruction in middle schools: A new view for the coming century. In R. Donato and R. M. Terry (Eds.), Foreign language learning: The journey of a lifetime. Lincolnwood , IL: National Textbook Co.

Montone, C. & Loeb, M. (2000). Implementing two-way immersion in secondary schools, Educational Practice Report 5. Center for Research on Education, Diversity and Excellence, Santa Cruz, CA and Washington, D.C. Available Online: http://www.cal.org/resources/digest/0101twi.html

Swain, M. & Lapkin, S. (1986). Secondary French immersion: The goods and the bads. Contact, 5(3), 2-9.

Webster, P. (1986). Secondary immersion : Parent expectations and reality. Contact, 5(3), 10-13.

Parent Support and the Home-School Connection

Caldas, S.J. & Caron-Caldas, S. (2000). The influence of family, school, and community on bilingual preference: Results from a Louisiana/Québec case study. Applied Psycholinguistics, 21, 365-381.

Craig, B. (1995). Two-way foreign language immersion programs: A handbook for parents and teachers (Report No. FL 023 085). U.S. Department of Education: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 384 239)

Espino-Calderón, M., & Minaya-Rowe, L. (2003). Reaching out to parents. In M. Espino-Calderon & L. Minaya-Rowe, (Eds.), Designing and implementing two-way bilingual programs (pp. 189-205). Thousand Oaks, CA: Corwin Press, Inc.

Gibson, J. (1984). For my kids, it’s French without tears. Language and Society, 12, 8-10.

Kucerik, J. (2000, Winter). Let’s assess: Connecting students, parents, and teachers. Learning Languages, 5(2), 4-9.

Administrative Issues

Castro Feinberg, R. (1999). Administration of two-way bilingual elementary schools: Building on strength. Bilingual Research Journal, 23(1), 47-68.

Cloud, N., Genesee, F., & Hamayan, E. (2000). Critical features of enriched education. In N. Cloud, F. Genesee, & E. Hamayan, Dual language instruction: A handbook for enriched education, pp. 113-138. Boston, MA: Heinle & Heinle Publishers.

Coffman, Roger. (1992). Immersion: A principal’s perspective. In Elizabeth B. Bernhardt (Ed.) Life in language immersion classrooms (pp. 154-170). Clevedon, England: Multilingual Matters, Ltd.

Downs-Reid, D. (March 2000). Using English achievement data to promote immersion education. ACIE Newsletter 3(2), Bridge Insert, pp. 1-4.

Espino-Calderón, M., & Minaya-Rowe, L. (2003). Involving teachers and parents: What are teachers’ learning communities? In M. Espino- Calderón & L. Minaya-Rowe, (Eds.), Designing and implementing two-way bilingual programs (pp. 174-187). Thousand Oaks, CA: Corwin Press, Inc.

Fortune,T. (2000). Immersion teaching strategies observation checklist. ACIE Newsletter 4(1), Bridge Insert, pp. 1-4.

Genesee, F. (1992). Second/foreign language immersion and at-risk English-speaking children. Foreign Language Annals, 25(3), 199-213.

Hornberger, Nancy. (1991). Extending enrichment bilingual education: Revisiting typologies and redirecting policy. In O. García (Ed.), Bilingual education Focusschrift in honor of Joshua A. Fishman Vol. 1 (pp. 215-34). Philadelphia, PA: John Benjamins.

Met, Mimi. (1987). Twenty questions: The most commonly asked questions about starting an immersion program. Foreign Language Annals, 20(4), 311-20.

Schwabsky, N. (1998). School principals: Problem solvers of nonroutine problems in bilingual immersion schools (Elementary schools). Doctoral dissertation, University of Oregon. Dissertation Abstracts International, 59-09A, 3312.

Wallinger, L. (January, 2000). Foreign language 101 for school administrators: Effective evaluation of foreign language teachers. National Association of Secondary School Principals (NASSP) Bulletin, 41-52.

Immersion Teacher Education

Annandale, E. (1985). French teacher training: Problems and solutions-a Manitoba perspective. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 41, 910-916.

Bernhardt, E. B. & Schrier, L. (1992). The development of immersion teachers. In E. B. Bernhardt (Ed.), Life in Language Immersion Classrooms (pp. 113-131). Philadelphia, PA: Multilingual Matters.

Brine, J. & Shapson, S. (1989). Case study of a teacher retraining program for French immersion. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 45, 464-477.

Day, E. M. & Shapson, S. M. (1993). French immersion teacher education: A study of two programs. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes,49, 446-465.

Day, E., & Shapson, S. (1996). A national survey: French immersion teachers' preparation and their professional development needs. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 52(2), 248-270.

Glisan, E. & Phillips, J. (1988). Foreign languages and international studies in the elementary school: A program of teacher preparation. Foreign Language Annals, 21, 527-533.

Glisan, E. & Phillips, J. (1989). Immersion experiences for teachers: A vehicle for strengthening language teaching. The Canadian Modern Language Review / La Revue canadienne des langues vivantes, 45, 478-484.

Heffernan, P. J. (1991). French second language teacher education and continuing professional development in Canada: The roles of smaller universities and related institutions. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 47, 843-860.

Lindholm-Leary, K. J. (2001). Teacher background and perceptions of support, program planning, instructional practices and efficacy (pp. 96-122). Dual language education. Clevedon, UK: Multilingual Matters.

Majhanovich, S. (1990). Challenge for the 90s: The problem of finding qualified staff for French core and immersion programs. The Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 46, 452-465.

Majhanovich, S. & Fish, S. (1988). Training French immersion teachers for the primary grades: An experimental course at the University of Western Ontario. Foreign Language Annals, 21, 311-319.

Young, T. (1995). Professional development for immersion teachers in Finland. In M. Buss & C. Lauren (Eds.), Language immersion: Teaching and second language acquisition, from Canada to Europe. Proceedings of the University of Vaasa Research Papers, 96-106.

Tedick, D. J. & Walker, C. L. (1994). Second language teacher education: The problems that plague us. Modern Language Journal, 78, 300-312.