Abstract
Catholic elementary schools underserve Latino students, especially those who are bilingual. This paper presents a conceptual argument for Catholic elementary schools to improve this by pursuing the two-way immersion model of bilingual service delivery in Spanish and English. The argument is presented in three stages. First, we show that Catholic elementary schools underserve Latino families in general, and bilingual Latino students with limited profi ciency in English in particular. Next, we present evidence from research literature and a case study that the two-way immersion approach to bilingual service delivery is philosophically and functionally well suited for Catholic schooling. We conclude by suggesting the implications of this argument for Catholic as well as other private sector schools.
Highlights
Catholic elementary schools underserve Latino students, especially those who are bilingual
This paper presents a conceptual argument for Catholic elementary schools to improve this by pursuing the two-way immersion model of bilingual service delivery in Spanish and English
This article presents a conceptual argument for Catholic elementary schools to pursue two-way immersion models of bilingual service delivery in Spanish and English
Summary
Catholic elementary schools underserve Latino students, especially those who are bilingual. This paper presents a conceptual argument for Catholic elementary schools to improve this by pursuing the two-way immersion model of bilingual service delivery in Spanish and English. This article presents a conceptual argument for Catholic elementary schools to pursue two-way immersion models of bilingual service delivery in Spanish and English. States all across the country report record high numbers of ELLs in their public schools (Capps et al, 2005; Kohler & Larzarin, 2007) Both quantitative and qualitative research tells us that bilingual students with limited proficiency in English lag behind academically and may struggle with other emotional concerns as well (Kohler & Larzarin, 2007; U.S Department of Education, 2004; Valenzuela, 1999). Looking at these services broadly, an important consideration is how they are organized
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