IntroductionAccording to the 2010 U.S. Census, the Latino community represents 16% of the country's population and has increased by 43% from 2000 (Humes , Jones and Ramirez, 2011). Within this large community, there is great cultural and linguistic diversity (Schreffler, 2007), from newly arrived immigrants to individuals whose families have been established in the area for generations. Most bilingual education programs are aimed at English 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. . Among the Latino population, a third group has developed, oscillating between monolingual Spanish and English students. The bilingual student or heritage language learner has been integrated into many ILDs, particularly in the southwest of the country (Howard, 2002). Second language acquisition has also become an important factor in the country as multilingualism is linked to “economic exchanges, national security”. and community development” (p. 586) in today’s globalized world (Cummins, 2005a). Many heritage language students are enrolled in an English as a Second Language (ESL) program or in mainstream education without language support. These students live parallel linguistic and cultural lives, shared between home and school, which can create stress or inner conflicts (Reyes and Vallone, 2007). Ironically, many heritage language students happily enroll in foreign language classes in middle school, high school, and/or university in order 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 program (4th ed.). New York, NY: Routledge. Reyes, S. and Vallone, T. (2007). PART I: ADVANCING THE CONVERSATION: Toward an expanded understanding of two-way bilingual immersion 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 and SLA research: opportunities lost or seized? The Modern Language Journal, 89(3), 410-426. Wang, S. and García, M.I. (2002). Heritage language learners. Report to: National Council of State Controllers of Foreign Languages.