50/50 Two Way Immersion Program Implementation Perspectives



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Two-Way Immersion Programs are being implemented by school districts and charter school throughout the United States with increasing frequency. Many of these two-way immersion programs utilize the 50/50 model and districts implement them in different ways. The researcher intended to discover what TWI implementation successes and challenges existed at Bluebird Elementary and in Jones ISD, through analysis of stakeholder perceptions regarding implementation issues of the TWI 50/50 model. The researcher examined implementation perceptions of teachers and campus administrators in the Bluebird Elementary TWI program, as well as central office administrator perceptions regarding the Jones ISD TWI program. The researcher used a qualitative case study methodology based on language acquisition theory and TWI program best practices to determine the perceptions of teachers, administrators and central office program personnel in the TWI program. This case study examined key implementation challenges and successes that exist in TWI program implementation in Jones ISD, and revealed that teachers, administrators and district leadership shared similar perceptions for some implementation issues, and different perceptions for others. Data analysis of these perceptions revealed seven themes in TWI implementation, while giving insight into implementation structures that were successful and others that were challenges and may need to be addressed in Jones ISD to support ongoing effective implementation. The themes that emerged from the data collection included instructional implementation, staffing, model implementation fidelity, professional development, student selection and marketing, parental involvement and communication, and district and campus support networks. The implications of this study can inform TWI 50/50 implementation.