Exploring Institutional Processes in a District-Wide Dual Language Program: Who Is It For? Who Is Left Out?

Autor/inn/en	Wall, Dorothy J.; Greer, Elizabeth; Palmer, Deborah K.
Titel	Exploring Institutional Processes in a District-Wide Dual Language Program: Who Is It For? Who Is Left Out?
Quelle	In: Journal of Latinos and Education, 21 (2022) 1, S.87-102 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Palmer, Deborah K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1613996
Schlagwörter	Bilingual Education Programs; Race; Critical Theory; African American Students; Hispanic American Students; Working Class; Equal Education; Access to Education; Program Design; Educational Policy; Minority Group Students; Language Attitudes; Principals; Administrator Attitudes; Spanish; English; English (Second Language); Standard Spoken Usage; White Students; Elementary Secondary Education; Social Class; Social Differences; Gifted; Texas + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Arbeiterklasse; Education; Access; Bildung; Zugang; Bildungszugang; Programme design; Programmaufbau; Programmplanung; Politics of education; Bildungspolitik; Sprachverhalten; Principal; Schulleiter; Spanisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Gesprochene Sprache; Umgangssprache; Social classes; Soziale Klasse; Sozialer Unterschied; Begabter, Hoch Begabter
Abstract	As the number of dual language programs in the U.S. is on the rise, district and school administrators need to pay attention to race as they design and implement these programs to offer equitable access for all students. Utilizing a CRT and raciolinguistics framework, qualitative interview data revealed the ways that whiteness operated in school institutional processes to inhibit access to dual language for African American and Latinx working-class families. This work suggests important policy implications for designing DL programs that are accessible to communities of Color through engaging in information sharing and meaningful dialogue with communities. (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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01