Introduction According to the 2010 US Census, the Latino community makes up 16% of the country's population and has grown by 43% since 2000 (Humes, Jones & Ramirez , 2011). Within this vast community, great diversity exists both culturally and linguistically (Schreffler, 2007), from newly arrived immigrants to individuals whose families have been established in the region for generations. Most bilingual education programs target English language learners (ELLs) with the goal of acquiring a second language (L2). Over the past 15 years there has been a rise in dual language immersion (DLI) programs, also known as two-way immersion (TWI), with the goal of providing bilingual education to monolingual Spanish and English students. Due to the massive growth of the United States, a third group has developed in the Latino population that oscillates between the monolingual Spanish and English learner. The bilingual learner or heritage language learner has been integrated into many DLIs especially in the southwestern part of the country (Howard, 2002). The acquisition of a second language has also become a significant factor in the country because multilingualism is linked to “economic exchange, national security, and community development” (p. 586) in today's globalized world (Cummins, 2005a). Many heritage language students are enrolled in the English as a Second Language (ESL) program or in mainstream education without language support. These students live parallel linguistic and cultural lives divided between home and school, which can create stress or internal conflict (Reyes and Vallone, 2007). Paradoxically, many heritage language students willingly enroll in foreign language courses in middle school, high school, and/or college to further develop...... middle of paper ......McHenry, Il: CAL, . 81-99.Howard, Elizabeth (2004). The Alicia Chacon International School: Portrait of an exemplary two-way immersion program. Nabe News, 19-22 and 42-43.Marsh, C. J. (2009). Key concepts for understanding the curriculum (4th ed.). New York, NY: Routledge. Reyes, S., & Vallone, T. (2007). PART I: ADVANCE THE CONVERSATION: Toward an expanded understanding of two-way immersion bilingual education: Building identity through critical and additive bilingual/bicultural pedagogy. Multicultural Perspectives, 9(3), 3-11. doi:10.1080/15210960701443433Valdés, G. (2005). Bilingualism, heritage language learners, research and SLA: opportunities missed or seized? The Modern Language Journal, 89(3), 410-426. Wang, S., & García, M. I. (2002). Heritage language students. Report to: National Council of State Guarantor of Foreign Languages.