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 journalArticle

41 Citations (Scopus)

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

Fingerprint

bilingual education
consciousness
equality
language
educational opportunity
equity
learning
evidence
student

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 journalArticle

Cervantes-Soon, Claudia G. ; Dorner, Lisa ; Palmer, Deborah ; Heiman, Dan ; Schwerdtfeger, Rebecca ; Choi, Jinmyung. / Combating Inequalities in Two-Way Language Immersion Programs : Toward Critical Consciousness in Bilingual Education Spaces. In: Review of Research in Education. 2017 ; Vol. 41, No. 1. pp. 403-427.
@article{07705633acb74d2588e65bc36848562a,
title = "Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces",
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.",
author = "Cervantes-Soon, {Claudia G.} and Lisa Dorner and Deborah Palmer and Dan Heiman and Rebecca Schwerdtfeger and Jinmyung Choi",
year = "2017",
month = "3",
day = "1",
doi = "10.3102/0091732X17690120",
language = "English (US)",
volume = "41",
pages = "403--427",
journal = "Review of Research in Education",
issn = "0091-732X",
publisher = "SAGE Publications Inc.",
number = "1",

}

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.

UR - http://www.scopus.com/inward/record.url?scp=85021294648&partnerID=8YFLogxK

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 -