Review of Research in Education· 2017Q1· Book chapter
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
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- Q1SCImago
- 2017year
Short summary
Two-way immersion (TWI) programs, despite their growth and acclaim, are failing to provide equal educational opportunities for transnational emergent bilingual students, according to a synthesis of current research.
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Key points
- Two-way immersion (TWI) programs are not consistently providing equal educational opportunities for transnational emergent bilingual students.
- Research synthesis highlights significant equity gaps within TWI programs.
- A new goal is proposed for TWI programs: developing critical consciousness.
- Critical pedagogies and humanizing research are recommended to achieve this new goal and create more equitable learning spaces.
AI-generated from the title and abstract; the full text is not read.
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.
The authors' abstract, as published at the source. Review of Research in Education, 2017 · DOI ↗
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Field: Linguistics and Language
Linguistics and LanguageSocial Sciences