Two–way immersion (TWI) programs are a distinctive form of dual language education in which native English speakers and speakers of another language (usually Spanish) are integrated for academic content instruction through both English and the partner language. The goals of TWI programs include the development of bilingualism, biliteracy,and cross–cultural competence in addition to grade–level performance,and a growing body of research indicates that the model is successful in helping students to attain these goals. At the same time, however, the extent to which students achieve these outcomes varies across schools, with many practitioners unsure about the approaches that are likely to yield the best outcomes.

Drawing on a decade of research, this book addresses this issue by examining the development of bilingualism and biliteracy in elementary TWI students. Specifically,the authors highlight the importance of fostering cultures of intellectualism, equity, and leadership in order to promote bilingualism and biliteracy among TWI students. Through case studies of four exemplary programs, they provide evidence of how these three cultures function as organizing principles for program and classroom practices adopted by effective two–way immersion programs.