"Two Schools within a School": Elitism, Divisiveness, and Intra-Racial Gentrification in a Dual Language Strand

Autor/inn/en	Freire, Juan A.; Alemán, Enrique, Jr.
Titel	"Two Schools within a School": Elitism, Divisiveness, and Intra-Racial Gentrification in a Dual Language Strand
Quelle	In: Bilingual Research Journal, 44 (2021) 2, S.249-269 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Freire, Juan A.) ORCID (Alemán, Enrique, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1942325
Schlagwörter	Bilingual Education Programs; Elementary School Students; Social Differences; Educational Resources; Ethnography; Teacher Attitudes; Longitudinal Studies; Spanish; English (Second Language); Second Language Learning; College School Cooperation; Parent Participation; Discourse Analysis; Urban Schools; Advantaged; Racial Differences; Institutional Characteristics; Equal Education; Student Characteristics; Race; Critical Theory; Student Diversity; Partnerships in Education; Utah + Suchen Sie Ihr Suchwort? Sozialer Unterschied; Bildungsmittel; Ethnografie; Lehrerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternmitwirkung; Diskursanalyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rassenunterschied; Rasse; Abstammung; Kritische Theorie; Hochschulpartnerschaft
Abstract	With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers, this study analyzes teachers' perceptions and discourses regarding tensions related to the Spanish-English two-way bilingual education program at their urban elementary school. Findings from a thematic analysis approach pointed to teachers' discourses of elitism and divisiveness in relation to the DLBE strand based on racial tensions and school inequities, including what we call intra-racial DLBE gentrification. These findings are based on how educators experienced tensions regarding this bilingual program related to (a) the composition of the student body in terms of perceived quality and quantity, (b) cognitive and academic benefits, (c) resources provided by a university partnership, and (d) parental involvement. Implications for administrators and teacher preparation programs toward equity and school integration with DLBE strands are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01