Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades

2020 ◽  
Vol 54 (3) ◽  
pp. 685-718
Author(s):  
Trish Morita‐Mullaney ◽  
Jennifer Renn ◽  
Ming Ming CHIU
Keyword(s):  
Longitudinal Study ◽  
Bilingual Education ◽  
Dual Language ◽  
Emergent Bilingual ◽  
Dual Language Bilingual Education

Translanguaging design in a third grade Chinese Language Arts class

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Zhongfeng Tian
Keyword(s):  
Language Arts ◽  
Bilingual Education ◽  
Participatory Design ◽  
Dual Language ◽  
Design Research ◽  
Chinese Language ◽  
Bilingual Learners ◽  
Allocation Policy ◽  
Link Type ◽  
Dual Language Bilingual Education

Abstract Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education, 117–130. Cham: Springer International Publishing). To recognize the dynamic nature of bilingualism and leverage bilingual learners’ full semiotic and linguistic repertoire as a resource, this study looks at how to strategically and purposefully develop flexible and multilingual educational spaces in a third grade Chinese Language Arts (CLA) class in a Mandarin-English DLBE program in the New England area, U.S. Drawing upon Sánchez, María Teresa (Maite), Ofelia García & Cristian Solorza. 2018. Reframing language allocation policy in dual language bilingual education. Bilingual Research Journal 41(1). 37–51. https://doi.org/10.1080/15235882.2017.1405098, translanguaging allocation policy framework, the researcher and the teacher co-designed and implemented translanguaging documentation, translanguaging rings, and translanguaging transformation spaces in the CLA class throughout the school year of 2018–19. Taking the form of participatory design research (Bang, Megan & Shirin Vossoughi. 2016. Participatory design research and educational justice: Studying learning and relations within social change making. Cognition and Instruction 34(3). 173–193. https://doi.org/10.1080/07370008.2016.1181879), this collaborative inquiry demonstrates that translanguaging pedagogies could promote student engagement, contribute to their academic learning, and build home-school connections. It aims to provide authentic, sustainable knowledge for both researchers and practitioners to better serve bilingual learners in DLBE programs.

Issues of Equity in Dual Language Bilingual Education

2018 ◽  
pp. 63-71
Author(s):  
Kathryn I. Henderson ◽  
Lina Martín-Corredor ◽  
Genevieve Caffrey
Keyword(s):  
Bilingual Education ◽  
Dual Language ◽  
Dual Language Bilingual Education

4 Prefi guring Translingual Possibilities: The Transformative Potential of Translanguaging for Dual Language Bilingual Education

2022 ◽  
pp. 95-112
Author(s):  
Ramón Antonio Martínez ◽  
Victoria Melgarejo Vieyra ◽  
Neida Basheer Ahmad ◽  
Jessica Lee Stovall
Keyword(s):  
Bilingual Education ◽  
Dual Language ◽  
Transformative Potential ◽  
Dual Language Bilingual Education
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