Language Immersion Education: Comparing Multilingual Policies and Pedagogies in One-Way and Two-Way Programs

Session Type: Symposium

Abstract

The purpose of this symposium is to analyze language immersion schooling and its efforts to develop bilingualism in different political and social contexts. We do this against the back-drop of rapidly changing demographics in the U.S., anti-immigrant sentiment, as well as continued calls for better preparing a multilingual, global citizenry. Four studies will present the challenges of and supports for multilingual education from California to the Midwest by examining how elementary students and/or teachers enact language immersion schooling in one-way and two-way immersion programs. Discussion will consider what the field can learn from such cross-fertilization and examine its implications for policies and practices that promote multilingualism for all children.

Sub Unit

• SIG-Bilingual Education Research

Chairs

• Lisa M. Dorner, University of Missouri - Columbia

• Jin-Sook Lee, University of California - Santa Barbara

Papers

• Emerging Writer Identities in a One-Way Spanish Immersion School: Internal and Authoritative Discourses of Writing - Angela B. Layton, University of Missouri - St. Louis

• Coconstruction of Identities and Learning Spaces in a Two-Way Immersion Program - Meghan Corella Morales, University of California - Santa Barbara; Jaycee Layne Bigham, University of California - Santa Barbara

• Elementary Teachers Using Inquiry-Oriented Practices in One-Way Language Immersion: Challenges and Opportunities in the Midwest - Sarah A. Coppersmith, University of Missouri

• Teaching Opportunities Gained and Missed in a Californian Two-Way Immersion Setting - Julie Antilla, Seattle Pacific University

Discussant

• Melinda E. Martin-Beltran, University of Maryland - College Park