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...

Full description

Saved in:
Bibliographic Details
Published in:Review of research in education Vol. 41; no. 1; pp. 403 - 427
Main Authors: Cervantes-Soon, Claudia G., Dorner, Lisa, Palmer, Deborah, Heiman, Dan, Schwerdtfeger, Rebecca, Choi, Jinmyung
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.03.2017
Subjects:
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
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0091-732X
1935-1038
DOI:10.3102/0091732X17690120