Sociocultural Competence in Dual Language Bilingual Education: What the Research Says About Student Outcomes

• In Event: Promoting and Assessing Sociocultural Competence in Dual Language Bilingual Education Programs

Abstract

Objectives
We present a review of empirical studies related to K-12 dual language bilingual education (DLBE) student outcomes in the domain of sociocultural competence (SCC). We present this work in a general chronological order, beginning in the 1960’s, highlighting major trends and bodies of work crucial to understanding the evolution of work thus far.

Conceptual Framework
The programmatic goal of SCC in DLBE is defined in the Guiding Principles for Dual Language Education (Howard et al., 2018) as encompassing “identity development, cross-cultural awareness, multicultural appreciation, [and] conflict-resolution strategies” (p. 60) and is necessarily broad. More specific descriptions of SCC include the positive attitudes, skills, dispositions and behaviors that show knowledge of and appreciation for one’s own culture as well as the culture of others. Competency also includes empathy, perspective taking, tolerance, and meta-communication skills (Connerley & Pederson, 2005; Deardorff, 2006; Sue, 2001). SCC leads to observable behaviors, such as effective communication, behavioral flexibility and the formation of cross-group friendships (Author (b), 2018; Deardorff, 2011).

Methods
We cast the net broadly, reviewing studies carried out in DLBE programs with a focus on student outcomes related to SCC. The data collection was based on searches in ERIC, JSTOR, and Academic Search Premier. The key terms used in the searches were “sociocultural competence,” “cross-cultural,” “intercultural,” and “biculturalism” along with “dual language,” “dual immersion,” and “two-way immersion.” The literature gathered was limited to meeting these criteria: (1) peer-reviewed journal articles; (2) empirical work; (3) articles written in English; (4) literature showing students’ SCC outcomes in the K-12 DLBE classroom. This search resulted in 45 articles. Analysis included reading all articles in their entirety and then describing and synthesizing all reported student outcomes of SCC in DLBE.

Findings
Findings from our review show that the majority of studies were conducted in Spanish-English two-way bilingual education programs, revealing a serious gap in the literature in terms of program type and students represented. Further, SCC in the empirical literature has, so far, been somewhat narrowly investigated with a focus on student attitudes and cross-group friendship formation. There has been a discernible shift over time among scholars considering SCC as an inevitable outcome of attending immersion programs, to an understanding that deliberate interventions are needed to support student development. Recent work in this area has pointed to the importance of being aware of and attending explicitly to issues of power that disproportionately negatively impact minoritized groups, and for students in DLBE programs to deliberately confront and dismantle various types of oppression.

Scholarly Significance
DLBE programs are unique because they have explicitly stated goals of SCC for their students. Overall, this paper underscores the need for further refinement and consensus on SCC definitions and outcomes for DLBE students. We present some new ways of thinking about SCC in DLBE and make a call for future research that includes a deeper, more comprehensive theorization of SCC that better attends to minoritized students and addresses issues of power.

Authors

• Erika Feinauer, Brigham Young University

• Juan A. Freire, Brigham Young University