Table of Contents

Table of Contents Chapter 1: Introduction Chapter 2: Immersion Classroom Research and Methodology of this Study Chapter 3: Inter-American Magnet School Chapter 4: Fifth Grade Language Use and Proficiency Chapter 5: Identity Investments of Fifth Graders Chapter 6: Language Use in Eighth Grade Chapter 7: Spanish Proficiency in Eighth Grade Chapter 8: Identity Investments in Eighth Grade Chapter 9: Conclusions

About the Author

Kim Potowski is an Assistant Professor of Spanish at the University of Illinois at Chicago, where she directs the Spanish for heritage speakers program. Her research focuses on the Spanish of bilingual speakers, including how Spanish is spoken in the United States, the effectiveness of curricula for heritage speakers, and professional development for teachers. She is the author of Fundamentos de la ensenanza del espanol a hispanohablantes en los Estados Unidos (Arco Libros, 2005).

Reviews

"This volume offers valuable insights into the inner workings of two-way immersion classrooms and helps us understand why students resist using Spanish. Everyone who cares about bilingualism as a goal of two-way immersion should know about this research."Donna Christian, President of the Center for Applied Linguistics, Washington, USA"Identity investment is key to understanding how two-way immersion (TWI) programs function on the local level. Potowski demonstrates that when students invest in their identities as Spanish speakers (regardless of their ethnic or linguistic background), they are more likely to develop expertise in Spanish. Educators who understand this fundamental sociolinguistic notion can find creative ways to actively counter student resistance to Spanish at school."Rebecca Freeman, Adjunct Professor, Graduate School of Education, University of Pennsylvania.