 It is estimated that 94% of the dual immersion programs are Spanish/English, with the remaining 6% being Chinese/English, Navajo/English, Japanese/English, and Korean/English programs (Bae, 2007).One of the most salient changes in the two-way immersion program since its inception has been its conversion from being centered predominately on aiding ELLs to develop fluency in English to striving for biliteracy, bilingualism, and biculturalism for all students participating.Although two-way immersion initially focused on supporting ELLs in their development and acquisition of English literacy skills, the need to develop bilingualism in an increasingly-globalized society has made the program appealing for many parents of children who are native speakers of English (Calderón, 2000).