Volume 3, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
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The benefits of dual language immersion (DLI) instruction, both in one-way and two-way immersion programs, have been widely documented through empirical studies spanning nearly five decades. In the U.S. context, most research to date on DLI education has been based on Spanish/English programs, which offer instruction in two Indo-European languages that share many typologically similar features. In light of the fact that there has been a growing trend in programs of other language combinations, such as Mandarin and English, it is necessary to understand how different partner language combinations in DLI programs may impact students’ learning outcomes. Thus, by surveying research on Korean/English and Mandarin/English DLI programs, this paper examines how DLI programs that operate in languages with significantly different linguistic typologies and different scripts affect students’ academic achievement and their development of bilingual proficiency. Based on the studies reviewed, areas for further research to advance our understanding of how DLI programs in English and Korean or Mandarin can effectively and efficiently develop students’ bilingualism/biliteracy and academic achievement are proposed.


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