Asymmetry in Dual Language Practice

Abstract

The capacity for dual-language programs to deliver specific benefits to students with different primary and secondary language skills continues to be debated. Individuals favoring dual language assert that as it relies upon a reciprocal approach, dual language students acquire dual language proficiency without the need for teachers to translate from one language to another. By utilizing and conserving the language skills that students bring, dual language students also gain cross-cultural understandings and an expanded opportunity to realize academic success in the future. Research that explores whether these programs meet the needs of monolingual and bilingual students is limited. The intent of this study is not to criticize dual language practice. Instead, it is to describe a newly implemented dual language immersion program that exists and operates in Phoenix, Arizona. In particular, this study examines the practices of dual language teachers at Leigh Elementary School and the challenges encountered as school personnel worked to provide students with different primary and secondary language skills increased opportunities to learn.

The Promise and Potential of Two-Way Immersion in Catholic Schools

“…Another related challenge noted in studies is the risk of uneven language development. Not surprisingly, a number of researchers find that there are many more English language curricular resources than there are resources in Spanish (Amrein & Peña, 2000). Also, because state standardized tests tend to be in English, teachers often spent more time prioritizing instruction in English to help students be in a better position to score highly on such tests (Alanís, 2000).…”

Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education

“…For example, a growing number of DLBE programs across the nation have marketed and structured their programs to serve predominately White, middle-class students, limiting access for emergent bilinguals who are still developing English skills (Boyle et al, 2015; Valdez et al, 2016). For CLD students who have access to DLBE programs, scholars have still found that programs may allocate disproportionate value, time, and resources to the instruction and support of the English language and dominant culture (Amrein & Peña, 2000; Cervantes-Soon et al, 2017; de Jong & Howard, 2009; Flores & García, 2017).…”