"I Wonder Why They Don't Do the Two-Way": Reenvisioning the Possibilities of Dual Language Education

• In Event: Critical Issues in Teachers of Dual Language and Bilingual Learners

Abstract

This paper describes the implementation process of a top-down dual language bilingual education (DLBE) model in a large urban district, specifically examining the development of one-way (OW) versus two-way (TW) DLBE. We explore how teachers made sense of and interpreted the two distinct program tracks in the fourth year of program implementation. We found racial and economic inequities in the implementation of the distinct tracks. Teachers’ understanding of OW versus TW DLBE varied from teachers not knowing the difference to teachers identifying the race and class issues entangled within the implementation of the two program tracks. Our discussion considers how these static labels could be re-envisioned to center the bilingual language development opportunities of emerging bilinguals and heritage language learners.

Authors

• Kathryn I. Henderson, The University of Texas - San Antonio

• Deborah K. Palmer, The University of Texas - Austin