A Dual Immersion Strand Programme in California: Carrying Out the Promise of Dual Language Education in an English-Dominant Context

Autor/in	Palmer, Deborah
Titel	A Dual Immersion Strand Programme in California: Carrying Out the Promise of Dual Language Education in an English-Dominant Context
Quelle	In: International Journal of Bilingual Education and Bilingualism, 10 (2007) 6, S.752-768 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.2167/beb397.0
Schlagwörter	Language Minorities; Minority Groups; English (Second Language); Interviews; Ethnography; Racial Factors; Power Structure; Bilingualism; Equal Education; Hispanic American Students; Language of Instruction; Racial Bias; African American Students; California + Suchen Sie Ihr Suchwort? Sprachminderheit; Ethnische Minderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Interviewing; Interviewtechnik; Ethnografie; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching language; Unterrichtssprache; Racial discrimination; Rassismus; African Americans; Afroamerikaner; Kalifornien
Abstract	This paper uses ethnographic observation and in-depth interview to look at the ways in which an English-dominant school in California, USA inhibits the fulfilment of the goals of its dual immersion "strand" programme. Taking a Bakhtinian perspective on discourses, and leaning on Bourdieu's concept of "linguistic capital", the paper examines discourses around language, race and power, and discusses the implications of these discourses for the construction of a biliterate, bilingual, equitable academic programme for Latino language minority students in an American context. The dominance of English, the prevalence of mainstream dominant discourses of race and power, and the English-speaking staff's deficit framing of the Latino and African American communities at the school all manifest as obstacles to the dual language programme's ability to fulfill its mission. The paper raises questions about the subtle forms of "benevolent" racism that can invade schools, undermining the ability of students of colour to construct positive identities as learners and find routes to school success. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10