Dual Language Bilingual Education Placement Practices: Educator Discourses about Emergent Bilingual Students in Two Program Types

Autor/inn/en	Palmer, Deborah K.; Henderson, Kathryn I.
Titel	Dual Language Bilingual Education Placement Practices: Educator Discourses about Emergent Bilingual Students in Two Program Types
Quelle	In: International Multilingual Research Journal, 10 (2016) 1, S.17-30 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1118668
Schlagwörter	Bilingualism; Bilingual Education Programs; English (Second Language); Second Language Learning; Elementary School Teachers; Principals; Grade 3; Educational Practices; Program Implementation; Student Placement; Track System (Education); Equal Education; Academic Ability; Mainstreaming; Elementary School Students; Sociocultural Patterns; Discourse Analysis; Sociolinguistics; Spanish Speaking; Observation; Texas + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; School year 03; 3. Schuljahr; Schuljahr 03; Bildungspraxis; Schülerpraktikum; Leistungsgruppe; Leistungsdifferenzierung; Soziokulturelle Theorie; Diskursanalyse; Soziolinguistik; Beobachtung
Abstract	This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement resulted in a perception that students were tracked by ability, and educator discourses on student ability reflected long-term consequences of these initial placement practices. We conclude with both theoretical implications and practical suggestions for the development of equitable dual language bilingual education program implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01