Analyzing the Curricularization of Language in Two-Way Immersion Education: Restating Two Cautionary Notes

Autor/in	Valdés, Guadalupe
Titel	Analyzing the Curricularization of Language in Two-Way Immersion Education: Restating Two Cautionary Notes
Quelle	In: Bilingual Research Journal, 41 (2018) 4, S.388-412 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1539886
Schlagwörter	Immersion Programs; Bilingual Education Programs; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Learning Processes; Equal Education; Nonstandard Dialects; Black Dialects; Linguistic Theory; Race; Social Class; French; Self Concept; Social Differences; Standard Spoken Usage + Suchen Sie Ihr Suchwort? Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Linguistische Theorie; Rasse; Abstammung; Social classes; Soziale Klasse; Französisch; Selbstkonzept; Sozialer Unterschied; Gesprochene Sprache; Umgangssprache
Abstract	This article focuses on two-way immersion (TWI) education and restates two previously expressed cautionary notes about the unexpected costs of such programs for the Latino community and for children who are racialized speakers of nonmainstream varieties of English. Utilizing an analytical framework focused on the process of "curricularizing" language, it calls for increased attention to the numerous mechanisms that affect instructional arrangements in which the teaching and learning of additional languages is the goal. It examines the ways that current visions of TWI are: (a) aligned with contemporary theoretical perspectives on the teaching and learning of languages; and (b) sensitive to current concerns about equity and opportunity for vulnerable children whose backgrounds, experiences, and culturally informed expressive norms often profoundly differ from those of mainstream children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01