Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

Claudia G. Cervantes-Soon, Lisa Dorner, Deborah Palmer, Dan Heiman, Rebecca Schwerdtfeger, Jinmyung Choi

Research output: Contribution to journalArticlepeer-review

136 Scopus citations

Abstract

This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.

Original languageEnglish (US)
Pages (from-to)403-427
Number of pages25
JournalReview of Research in Education
Volume41
Issue number1
DOIs
StatePublished - Mar 1 2017
Externally publishedYes

ASJC Scopus subject areas

  • Education

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