Literaturnachweis - Detailanzeige
| Autor/inn/en | Flores, Nelson; McAuliffe, Lauren |
|---|---|
| Titel | 'In Other Schools You Can Plan It That Way': A Raciolinguistic Perspective on Dual Language Education |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1349-1362 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Flores, Nelson) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2020.1760200 |
| Schlagwörter | Bilingual Education; Bilingual Education Programs; Hispanic American Students; Poverty; Educational History; Program Implementation; Barriers; Race; Language Usage; Elementary Schools; Spanish Speaking; Pennsylvania (Philadelphia) |
| Abstract | In recent years, there has been a massive expansion of dual language education (DLE) programs across the United States. Many of these programs are located in relatively affluent areas with large numbers of white professional families. Yet, most Latinx students attend high-poverty schools. In this article, we use the School District of Philadelphia as a case study of efforts to expand DLE in such high-poverty schools with large concentrations of Latinx students. We first offer a historical overview of bilingual education in Philadelphia, emphasizing the ways that broader political and economic challenges impeded efforts to develop and sustain quality programs. We then examine a recent effort to expand DLE in the district. Using case studies of three different schools, we illustrate the ways that broader racialized histories that have created and exacerbated the segregation and poverty of Latinx communities within the city have made it difficult for these programs to be successfully implemented. (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 | 2022/4/11 |
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