Enrollment Patterns and Online Portrayals of Dual Language Program

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Reducing Structural Barriers to Educational Opportunity: Multilingual Education and Beyond (Table 27)

Abstract

Dual language participation has shown benefits for multilingual students but there are concerns that programs may contribute to further marginalization due to power dynamics (Gándara, 2021; Valdés, 1997). To understand the role of contexts and school efforts in promoting or hindering equity for multilingual students, we examined 30 programs in a large California district using restricted-access student data, as well as neighborhood, school, and online platforms. We found on average, programs enroll predominantly Latinx students, but have an over-representation of non-Latinx students, regardless of language of program. Consistent with prior literature, our findings point to little, if any, effort made toward outreach for families that speak a language other than English at home and online program-level information remained limited.

Authors

• Francesca López, University of Wisconsin - Madison

• Clemence Darriet, University of California - Los Angeles

• Claudia G. Cervantes-Soon, Arizona State University

• Lucrecia Santibanez, University of California - Los Angeles

• Giselle Maria Delcid, Pennsylvania State University

• Elisa Marisol Serrano, University of Texas - San Antonio

• Cody Pritchard, University of Tennessee

• Joshua M. Rosenberg, University of Tennessee

• Erica Frankenberg, Pennsylvania State University

• Sarah Asson, Education Northwest