The term two-way language is often used to refer to programs that teach both language arts and content areas in two languages and that have a balance of native English speakers and native speakers of a second language. Some programs operate as strands within schools that also offer mainstream, English-only education; others operate as free-standing schools. Research suggests that students in such programs master academic skills, gain well-developed language and literacy skills in two languages, and develop cross-cultural competence. Students also value and learn from one another.

The number of such programs has grown in recent years. In its most recent directory, the Center for Applied Linguistics (CAL) found more than 400 programs in 30 states -- most established over the last two decades, including six in New Jersey, 30 in New York, and 1 in Pennsylvania. CAL also publishes the Two-Way Immersion Bulletin

and provides technical assistance to school districts and community leaders interested in establishing such programs.

Dual language immersion schools have not been without some controversy, especially when they operate as charter schools. The newly-established, Chinese-English, Princeton (NJ) International Academy Charter School has run into opposition, particularly from school officials in the three districts to be served by the school who apparently object to the diversion of local tax levy dollars to support the school. The Hatikvah International Academy, a Hebrew immersion school in East Brunswick (NJ) that opened in 2010, won a court case against the East Brunswick Board of Education that was trying to shut it down. Opposition to Hatikvah, which is barred from teaching religious practice and which enrolls substantial numbers of non-Jewish children, also stems from leaders of Jewish day schools, who fear loss of enrollment.

Despite the formidable challenges facing parents and professionals seeking to establish such schools, it seems likely that the number of such programs will continue to grow, fueled by the recognition that bilingualism brings lasting benefits, not only to the individual student, whether native-born or foreign-born, but also to the larger society.