Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWIprograms are not living up to their ideal to provide equal access to educational...

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Vydané v:Review of research in education Ročník 41; číslo 1; s. 403 - 427
Hlavní autori: Cervantes-Soon, Claudia G., Dorner, Lisa, Palmer, Deborah, Heiman, Dan, Schwerdtfeger, Rebecca, Choi, Jinmyung
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Los Angeles, CA SAGE Publications 01.03.2017
Predmet:
Academic Standards
Accountability
Bilingual Education
Classroom Environment
Consciousness Raising
Critical Theory
Discourse Analysis
Educational Objectives
Educational Research
Equal Education
Global Approach
Immersion Programs
Interdisciplinary Approach
Monolingualism
Neoliberalism
Teacher Background
Teacher Education
Teacher Orientation
Vocabulary
ISSN:0091-732X, 1935-1038
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Abstract This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWIprograms are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop "critical consciousness" through using critical pedagogies and humanizing research.
AbstractList This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.
This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWIprograms are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop "critical consciousness" through using critical pedagogies and humanizing research.
Author Cervantes-Soon, Claudia G.
Schwerdtfeger, Rebecca
Choi, Jinmyung
Heiman, Dan
Dorner, Lisa
Palmer, Deborah
Author_xml – sequence: 1
  givenname: Claudia G.
  surname: Cervantes-Soon
  fullname: Cervantes-Soon, Claudia G.
– sequence: 2
  givenname: Lisa
  surname: Dorner
  fullname: Dorner, Lisa
– sequence: 3
  givenname: Deborah
  surname: Palmer
  fullname: Palmer, Deborah
– sequence: 4
  givenname: Dan
  surname: Heiman
  fullname: Heiman, Dan
– sequence: 5
  givenname: Rebecca
  surname: Schwerdtfeger
  fullname: Schwerdtfeger, Rebecca
– sequence: 6
  givenname: Jinmyung
  surname: Choi
  fullname: Choi, Jinmyung
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1146063$$DView record in ERIC
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ContentType Journal Article
Copyright Copyright © 2017 American Educational Research Association
2017 AERA
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– notice: 2017 AERA
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Snippet This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education:...
This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education:...
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SubjectTerms Academic Standards
Accountability
Bilingual Education
Classroom Environment
Consciousness Raising
Critical Theory
Discourse Analysis
Educational Objectives
Educational Research
Equal Education
Global Approach
Immersion Programs
Interdisciplinary Approach
Monolingualism
Neoliberalism
Teacher Background
Teacher Education
Teacher Orientation
Vocabulary
Title Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
URI https://www.jstor.org/stable/44668701
https://journals.sagepub.com/doi/full/10.3102/0091732X17690120
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1146063
Volume 41
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