Authors
Pinyi Wang, doctoral candidate, College of Education, University of Florida
Leanne Salazar Montoya, Ph.D., assistant professor of educational policy and leadership, Department of Educational Psychology, Leadership, and Higher Education, University of Nevada, Las Vegas
Abstract
Background: Emergent Bilingual Learners (EBLs) in U.S. public schools often experience academic inequities rooted in systemic language and cultural marginalization. Two-Way Immersion (TWI) programs are frequently promoted as an equity-centered solution, yet their effectiveness varies based on implementation, access, and stakeholder support.
Purpose: Our literature review examines how U.S.-based TWI programs promote academic equity and biliteracy among K-12 EBLs in U.S. context, with particular attention to long-term outcomes and contextual challenges.
Methodology/Approach: Our review synthesizes findings from 64 peer-reviewed studies, dissertations, and book chapters published between 2018 and 2025 that examine TWI programs in U.S. K-12 educational settings. We thematically organized the literature into three domains: instructional practices, community engagement, and post-secondary outcomes. The analysis is grounded in Culturally Sustaining Pedagogy and equity-driven bilingual education theory.
Findings/Conclusions: We found that U.S.-based TWI programs show promise in enhancing biliteracy, academic achievement, and identity development for EBLs when supported by balanced language practices, community involvement, and inclusive leadership. However, disparities in implementation, resource access, and stakeholder alignment limit consistent success across contexts.
Implications: Our findings suggest that TWI programs in the United States must be designed with an explicit commitment to linguistic equity, digital inclusion, and culturally responsive pedagogy. Sustaining long-term impacts requires alignment between classroom practices, family engagement, and structural supports across the U.S. K-12 policy and accountability landscape, as well as, continually influencing P-20 educational continuum.
Keywords: Educational Equity, Dual Language Immersion, Emergent Bilingual Learners, Culturally Sustaining Pedagogy
