Changes in The TWI Model Since Its First Implementation
One of the most salient changes that has occurred in the two-way immersion program since its inception, is its conversion from a program centered predominately on aiding ELLs to develop fluency in English to an enrichment program striving for biliteracy, bilingualism and biculturalism for all students participating. Although two-way immersion was initially focused on supporting ELLs in their development and acquisition of English literacy skills, the need to develop bilingualism in an increasingly globalized society has made the program appealing for many parents of children who are native speakers of English (Calderón, 2000). Whereas foreign language education programs can provide native speakers of English with exposure to a second language, TWI has the potential to help students achieve near fluency in a second language. This suggests that such programs are not solely focused on helping ELLs to acquire English, but instead aim to develop second language proficiency for native speakers of English. In fact, because two-way immersion requires almost an equal amount of native English and native Spanish speakers, if the former is lacking, it is likely that such programs will not be implemented, which implies that the latter may not receive the opportunity to take part in the dual immersion program (Gomez, 2005).
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