Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLBE. To address the construction of DLBE as a panacea for equity, this study examines a cohort of emergent bilinguals’ academic achievement, middle school course placements, and course grades across 6 school years. The conceptual lens of equity traps is employed to demonstrate how equity is metaphorically trapped within the institutional constraints of schools, specifically master schedules that have courses that range from remedial to advanced. Findings demonstrate that emergent bilinguals in DLBE programs have higher achievement in English language arts (ELA) and math over emergent bilinguals in English as a second language programs. However, emergent bilinguals in DLBE programs also are shielded from advanced‐level electives, reducing future opportunities to learn math and science in high school, demonstrating a unique form of exclusionary tracking. The authors propose a structural matrix that stakeholders can use to examine the equity constraints of DLBE.
In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students are prevalent in the low socioeconomic status group. Our findings suggest that Spanish home language status, low socioeconomic status, and special education status are negatively associated with the odds to reclassification. Based on our findings, we recommend a careful investigation to inform best practices that will meet the needs of Spanish-speaking emergent bilinguals and reduce inequities in education.
Healthcare providers in the United States often view the lifestyle choices made by refugees from Burma through the lenses of America's norms for healthy living. Although healthcare providers often recognize the role that language plays in the refugees' ability to communicate their healthcare needs, they often ignore the role of culture. This lack of understanding of cultural difference contributes to the marginalization of refugees in the healthcare system. Using a transformative mixed method methodology, this study employed the East Asian Acculturation Scale (EAAM) to identify participants' perceived level of acculturation within health care contexts. The researchers then engaged participants in a qualitative exploration of their lifestyle choices using a Photovoice protocol. These two methods, girded by critical and ecological theories, elucidate the participants' counter-stories that provide insight into how the refugees are negotiating culturally relevant lifestyle choices in their new American contexts.
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