Promoting language transformation and policy reform in education through two-way immersion: A conceptual framework

School districts are grappling with the issue of best practices for educating our nation's population of English Language Learners (ELLS). Simultaneously, there has been a surge in interest for foreign language learning for the nation's English only speaking student population. Both groups desire to become linguistically and cultural competent in two languages. Educators are searching for effective programs to provide both groups with the opportunity to develop English to the highest possible degree of proficiency, along with a second language.; To best meet the needs of the English Language Learner population, many bilingual program models have been implemented over the years. Most have been transitional, subtractive programs designed for quick entry into the English mainstream. Most foreign language instruction takes place in the middle and high schools with little or no authentic contact with speakers of the language and virtually no interaction with the culture.; To best meet the needs of both language populations, the two-way or dual immersion model holds the best promise for all students to develop high levels of proficiency in both first and second languages, to perform at or above grade level in academic areas in both languages, and to demonstrate positive cross cultural attitudes and behaviors along with high levels of self esteem.; The purpose of this study was to develop a conceptual framework, which could be introduced to school districts, to affect policy decisions in the education of both English language learners as well as native English speakers. The study investigated two-way/dual immersion programs as viable vehicles to develop a biliterate, bicultural citizenry, to promote language spread, and to enact policy reform in order to restructure existing school culture.; The results of this study revealed the most important issues in the promotion and establishment of dual immersion programs, the most important factors in the decision making process, the benefits to a school that adopts a dual immersion program, and the most serious deterrents to program inception.; A conceptual framework was constructed to encourage and advocate the development of future two-way immersion programs to produce policy reform and language spread in a restructured school culture.