Examining Equitable Student Dispositions in Dual-Language Environments

• In Event: Multicultural/Multiethnic Education: Emerging Lines of Inquiry

Abstract

This study analyzes the cross-cultural equity of peer interactions between low socioeconomic Hispanic/Latino English Learners (ELs) and middle class White English Proficient (EP) students in Two-Way Bilingual Immersion (TWBI) programs. This is accomplished by an examination of students’ dispositions in small group instruction and social contexts inside as well as outside the classroom. Study results show that interactions between low SES Hispanic/Latino ELs and White, middle class EP students become limited and strained as early as 4th grade. An analysis of the interpersonal dispositions of students in these dual language environments demonstrates the difficulty in attaining cross-cultural equity and equal status of languages/cultures during student interactions between the two groups of students.

Authors

• Ana M. Hernandez, California State University - San Marcos

• Annette M. Daoud, California State University - San Marcos