Teacher Perspectives on Issues of Equity in Dual-Language Bilingual Education Implementation

• In Event: Perspectives on Dual Language Programs (Spanish-English Bilingual Session)

Abstract

The potential of DLBE programs for promoting educational equity and societal change is contingent on local educators. The central purpose of this article is to provide the issues of equity in DLBE from the educator perspective, and discuss the role of critical language awareness and social justice for transformative DLBE. Drawing predominantly on teacher interview data and using a group coding and analysis approach, we categorized the issues of equity into four areas: a) student participation; b) parent involvement; c) assessment; and d) language standardization. In our presentation, we will discuss the findings from these four themes and the implications for DLBE implementation and social justice.

Authors

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

• Lina Martin Corredor, The University of Texas - San Antonio

• Genevieve Caffrey, University of Missouri - Columbia