This study examines the Spanish use of students and teachers at a US two-way immersion school. Students and teachers from Grades 1, 3, and 8 (5—6-year-olds, 7—8-years-olds, and 12—13-yearolds, respectively) were observed and interviewed, and students completed questionnaires to determine what factors influenced their language of choice and their divergence from Spanish when it was the language of instruction. Although students showed an overall preference for English, particularly in interactions with peers, findings indicate that students’ language background, culturally relevant teaching activities, teacher language use, and students’ sensitivity to others’ need for language accommodation influenced their use of Spanish with peers.
Angelova, M., Gunawardena, D., & Volk, D. ( 2006). Peer teaching and learning: Co constructing language in a dual language first grade. Language and Education, 20, 173-90.
2.
Blanco Iglesias, S., Broner, M., & Tarone, E. ( 1995). Observations of language use in Spanish immersion classroom interactions. In L. Eubank, L. Selinker, & M. Sharwood Smith (Eds.), The current state of interlanguage: Studies in honor of William Rutherford (pp. 241-58). Philadelphia, PA : John Benjamins.
3.
Broner, M. ( 2000). Impact of interlocutor and task on first and second language use in a Spanish immersion program. Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN, USA.
4.
Carranza, I. ( 1995). Multi level analysis of two-way immersion discourse. In J. Alatis, C. Straehle, B. Gallenberger, & M. Ronkin (Eds.), Georgetown University Round Table on Languages and Linguistics (pp. 169-87). Washington, DC: Georgetown University Press.
5.
Castellotti, V. ( 1997). Langue etrangère et français en milieu scolaire: Didactiser l’alternance? [Foreign language and French in a school setting: Teach code switching?]Études de Linguistique Appliquée, 108, 401-10.
6.
Cazabon, M., Nicoladis, E., & Lambert, W. ( 1998). Becoming bilingual in the Amigos two-way immersion program . (Research Rep. No.3). Santa Cruz, CA/Washington, DC: National Center for Research on Education, Diversity, & Excellence.
7.
Christian, D. ( 1994). Two-way bilingual education: Students learning through two languages. Washington, DC: Center for Applied Linguistics.
8.
Christian, D., Montone, C., Lindholm, K., & Carranza, I. ( 1997). Profiles in two-way immersion education. McHenry, IL: Delta Systems and Center for Applied Linguistics .
9.
de Jong, E. & Howard, E. ( 2009). Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education Bilingualism, 12, 81-99.
10.
Edstrom, A. ( 2006). L1 use in the L2 classroom: One teacher’s self evaluation. The Canadian Modern Language Review, 63, 275-92.
11.
Fortune, T. ( 2001). Understanding immersion students’ oral language use as a mediator of social interaction in the classroom. Unpublished doctoral dissertation, University of Minnesota, Minneapolis, MN, USA.
12.
Freeman, R. ( 1996). Dual language immersion planning at Oyster Bilingual School: ‘It’s much more than language.’ TESOL Quarterly, 30, 557-82.
13.
Heitzman, S. ( 1994). Language use in full immersion classrooms: Public and private speech. Unpublished dissertation, University of Minnesota, Minneapolis, MN, USA.
14.
Hickey, T. ( 2001). Mixing beginners and native speakers in minority language immersion: Who is immersing whom? The Canadian Modern Language Review, 57, 443-74.
15.
Howard, E. & Christian, D. ( 2002). Two-way immersion 101: Designing and implementing a two-way immersion education program at the elementary level. (Educational Practice Report9). Santa Cruz, CA/Washington, DC: Center for Research on Education, Diversity & Excellence.
16.
Lindholm Leary, K. ( 2001). Dual language education. Clevedon : Multilingual Matters.
17.
Lyster, R. & Mori, H. ( 2006). Interactional feedback and instructional counterbalance . Studies in Second Language Acquisition, 28, 321-41.
18.
Macaro, E. ( 2009). Teacher use of codeswitching in the second language classroom: Exploring ‘optimal’ use. In M. Turnbull & J. Dailey O’Cain (Eds.), First language use in second and foreign language learning (pp. 35-49). Bristol: Multilingual Matters.
19.
Panfil, K. ( 1995). Learning from one another: A collaborative study of a two-way bilingual program by insiders with multiple perspectives. Unpublished doctoral dissertation, George Mason University, Fairfax, VA, USA.
20.
Parker, J., Heitzman, S., Fjerstad, A., Babbs, L., & Cohen, A. ( 1995). Exploring the role of foreign language in immersion education . In F.R. Eckman, D. Highland, P.W. Lee , J. Milcham, & R. Rutkowski Weber (Eds.), Second language acquisition theory and pedagogy (pp. 235-53). Hillsdale, NJ: Lawrence Erlbaum.
21.
Polio, C. & Duff, P. ( 1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation . The Modern Language Journal, 78, 313-26.
22.
Potowski, K. ( 2004). Student Spanish use and investment in a dual immersion classroom: Implications for second language acquisition and heritage language maintenance. The Modern Language Journal, 88, 75-101.
23.
Potowski, K. ( 2007). Language and identity in a dual immersion school. Clevedon: Multilingual Matters.
24.
Rolin Ianziti, J. & Brownlie, S. ( 2002). Teacher use of learners’ native language in the foreign language classroom. The Canadian Modern Language Review , 58, 402-26.
25.
Sheen, Y. ( 2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263-300.
26.
Tarone, E. & Swain, M. ( 1995). A Sociolinguistic perspective on second language use in immersion classrooms. The Modern Language Journal, 79, 166-78.
27.
Thomas, W. & Collier, V. ( 2003). A national study of school effectiveness for language minority students’ long term academic achievement. Santa Cruz, CA/Washington, DC: Center for Research on Education, Diversity, & Excellence.
28.
Valdés, G. ( 1997). Dual language immersion programs: A cautionary note concerning the education of language minority students. Harvard Educational Review, 67, 391-429.
