(Hornblower). The topic of bilingual education would seem to have only two sides, pro and con, but that is not the case. Recently the idea of dual immersion programs have gained wide-spread recognition causing many schools to implement such programs. Dual immersion programs, which typically begin when a student enters first or second grade, provide balanced instruction in two languages. Classrooms are filled “with approximately 50% native English speakers and 50% native speakers of the non-English language....[and] instruction takes place through both languages, with the non-English language being used at least 50% of the time” (Howard). The goal of dual immersion is to “promote high academic achievement, first and second language development, and cross-cultural understanding for all students” (Howard). These programs seem to be working; the George Mason study previously mentioned has found that the highest achievers are those who are in dual immersion programs (Hornblower). Mary A. Cunningham Elementary School in Milton, Massachusetts implemented a French dual immersion program in the 1980’s (Bennefield). Students at this school begin their education with two years of instruction taught entirely in French (Bennefield). After the second grade, students are taught partly in French and partly in English through high school (Bennefield). This tactic seems to have given these students an academic edge as “the school system now shines in state performance tests in [all] subjects” (Bennefield). Another school, Key Elementary in Virginia, teaches its students in Spanish and English. Students are taught in English for language arts, social studies, and “specials” (i.e. art, music, etc.) and in Spanish for math, science, and Spanish language arts (Balick). One parent believes that this experience will likely help her son “see the world in a much more inclusive way” and p...
