"I Wonder Why They Don't Do the Two-Way": Disrupting the One-Way/Two-Way Dichotomy, Re-Envisioning the Possibilities of Dual Language Bilingual Education

Autor/inn/en	Henderson, Kathryn I.; Palmer, Deborah K.
Titel	"I Wonder Why They Don't Do the Two-Way": Disrupting the One-Way/Two-Way Dichotomy, Re-Envisioning the Possibilities of Dual Language Bilingual Education
Quelle	In: NABE Journal of Research and Practice, 9 (2019) 1, S. 47-59 PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henderson, Kathryn I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2019.1589292
Schlagwörter	Forschungsbericht; Teaching Methods; Bilingual Education; Program Development; Educational Policy; Language of Instruction; Racial Differences; Social Differences; Socioeconomic Status; Multilingualism; English (Second Language); Heritage Education; Teacher Attitudes; Urban Schools; School Districts; Kindergarten; Elementary School Teachers; Spanish; Texas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual teaching; Bilingualer Unterricht; Programmplanung; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Rassenunterschied; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch
Abstract	This article describes the implementation process of a top-down dual-language bilingual education (DLBE) program in a large urban district, specifically examining the development of one-way (OW) and two-way (TW) DLBE programs. We explored how teachers made sense of, interpreted, and executed the educational language policy with these two distinct program tracks. We found educational disparities, inequities, and misconceptions both articulated and enacted by participants regarding the distinctions between OW and TW DLBE. The study contributes to the current conversation in the field that interrogates potential racial and socioeconomic inequity in the implementation of DLBE. We finish with a discussion of how these static language policy program labels could be re-envisioned to center the bilingual language development opportunities of all learners, including emerging bilinguals, multilinguals, English-dominant students, and heritage language learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01