Abstract
The author discusses topics related to the evaluation of bilingual education programs. He surveys the results of seven major bilingual education evaluations and presents their diverse findings. He argues that such research cannot answer the question of whether bilingual education necessarily or even probably works. To demonstrate the potentials and possibilities for bilingual education, he describes a "bilingual immersion" program in which both language-majority and language-minority students learn each others’ language while continuing to develop their own.
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