Dual Language, Equitable Education, and Social Justice: Arizona’s Educational Context

• In Event: Roundtable Session 7
  In Roundtable Session: Practicing Social Justice Teaching in the Classroom

Abstract

This article provides a critical analysis of Arizona’s educational context regarding ELL education and Dual Language Programs. More specifically, the authors explore Dual Language education as a means of meeting the community needs for social justice in equitable education. The authors suggest that programs such as The Teachers of Language Learners Learning Community (TL³C) Project can be a means to provide equitable education for all children and as a result a social justice initiative for minority language children and communities. Furthermore, the authors argue that Arizona’s education policy in regards to language minority students is not serving the best interest of all of its residents.

Authors

• Laura M Gomez, ASU

• Margarita Jimenez-Silva, Arizona State University