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 language | English (US) |
|---|---|
| Pages (from-to) | 403-427 |
| Number of pages | 25 |
| Journal | Review of Research in Education |
| Volume | 41 |
| Issue number | 1 |
| DOIs | |
| State | Published - Mar 1 2017 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Education
Cite this
Combating Inequalities in Two-Way Language Immersion Programs : Toward Critical Consciousness in Bilingual Education Spaces. / Cervantes-Soon, Claudia G.; Dorner, Lisa; Palmer, Deborah; Heiman, Dan; Schwerdtfeger, Rebecca; Choi, Jinmyung.
In: Review of Research in Education, Vol. 41, No. 1, 01.03.2017, p. 403-427.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Combating Inequalities in Two-Way Language Immersion Programs
T2 - Toward Critical Consciousness in Bilingual Education Spaces
AU - Cervantes-Soon, Claudia G.
AU - Dorner, Lisa
AU - Palmer, Deborah
AU - Heiman, Dan
AU - Schwerdtfeger, Rebecca
AU - Choi, Jinmyung
PY - 2017/3/1
Y1 - 2017/3/1
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=85021294648&partnerID=8YFLogxK
U2 - 10.3102/0091732X17690120
DO - 10.3102/0091732X17690120
M3 - Article
AN - SCOPUS:85021294648
VL - 41
SP - 403
EP - 427
JO - Review of Research in Education
JF - Review of Research in Education
SN - 0091-732X
IS - 1
ER -