Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education: The Transformational Dual Language Educational Framework

Autor/in	Freire, Juan A.
Titel	Promoting Sociopolitical Consciousness and Bicultural Goals of Dual Language Education: The Transformational Dual Language Educational Framework
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 1, S.56-71 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1672174
Schlagwörter	Biculturalism; Spanish; English (Second Language); Second Language Learning; Teacher Collaboration; Faculty Development; Bilingual Education; Elementary School Teachers; Kindergarten; Political Attitudes; Social Influences; Transformative Learning; Teaching Methods; Multicultural Education; Course Content; Social Action; Equal Education; Educational Objectives; Bilingual Teachers; Culturally Relevant Education; Lesson Plans; Utah + Suchen Sie Ihr Suchwort? Bikulturalität; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerkooperation; Bilingual teaching; Bilingualer Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Political attitude; Politische Einstellung; Sozialer Einfluss; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Kursprogramm; Soziales Handeln; Educational objective; Bildungsziel; Erziehungsziel; Lesson planning; Unterrichtsplanung
Abstract	This study examined Spanish-English dual language (DL) K-6 teachers in collaborative professional development as they worked towards achieving the bicultural goal of DL education, beyond traditional interpretations, and incorporating sociopolitical consciousness as a fourth goal. These two principles are part of the transformational DL educational framework. Classroom observations and teachers' documents relevant to these objectives were recorded and analyzed, and teaching practices were categorized according to James A. Banks' classic model of levels of integration of multicultural content. Findings show teachers' trajectories varied throughout the school year. This article shows examples of multicultural teaching practices in three lessons, highlighting elements classified as contributions, additive, transformative, and social action, acknowledging hybrid forms. Results show that, when the principles of biculturalism and sociopolitical consciousness are intentional, educators can begin meeting these goals for equitable DL education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01