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

Autor/inn/en	Cervantes-Soon, Claudia G.; Dorner, Lisa; Palmer, Deborah; Heiman, Dan; Schwerdtfeger, Rebecca; Choi, Jinmyung
Titel	Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
Quelle	In: Review of Research in Education, 41 (2017) 1, S.403-427 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Bilingual Education; Immersion Programs; Critical Theory; Educational Research; Discourse Analysis; Equal Education; Vocabulary; Educational Objectives; Teacher Background; Teacher Orientation; Teacher Education; Classroom Environment; Global Approach; Neoliberalism; Accountability; Monolingualism; Academic Standards; Consciousness Raising; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Kritische Theorie; Bildungsforschung; Pädagogische Forschung; Diskursanalyse; Wortschatz; Educational objective; Bildungsziel; Erziehungsziel; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Lehrerausbildung; Lehrerbildung; Klassenklima; Unterrichtsklima; Globales Denken; Neo-liberalism; Neoliberalismus; Verantwortung; Bewusstseinsbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01