Bilingual Education in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual-Language Education

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Perspectives on and Practices for Dual-Language Education

Abstract

As dual language education (DLE) programs grow in popularity and neighborhoods gentrify, equitable access to these programs becomes more difficult for the target population, mainly low-income native Spanish-speakers (NSS). This qualitative multi-case study explores the perceptions and experiences of various stakeholders in DLE, including parents, school administrators, and district officials, to understand how they perceive access to DLE programs. School district policymakers and administrators must understand how low-income NSS parents gain entry to DLE to ensure equitable access to these programs. Findings show district officials rely heavily on “grassroots” efforts, which tends towards favoring the louder voice, mainly English speakers. While some equitable access measures are in place, this study shows the challenges of equitable access in a gentrifying district.

Author

• Maggie Sullivan Marcus, University of Maryland - College Park