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Exploring Successful Integration for Equitable Teaching and Learning in Two-Way Bilingual Education (TWBE) Contexts
Sun, April 14, 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 6Session Type: Symposium
Abstract
Two-way Bilingual Education (TWBE) programs’ integration of English speaking and minoritized students, their languages, cultures, ways of being and knowing represent a unique opportunity, but also a challenge for school leaders, teachers, and communities as a whole (de Jong, Barko-Alba & Yilmaz, 2022). This symposium offers new research and conceptual insights that highlight the complexities of student integration at the micro, meso and macro context levels (The Douglas Fir Group, 2016), while also offering directions for transformative practice needed for justice and equity. Since, “without teacher action, classroom dynamics may undermine the TWBE program goals of language and student status equalization” (de Jong, Barko-Alba & Yilmaz, 2022, p. 290), the symposium examines actions integral to socially-just teaching in TWBE contexts.
Sub Unit
Chair
Papers
Integration in Two-Way Bilingual Education as Transformational Practice - Ester J. de Jong, University of Colorado - Denver; Katherine Barko-Alva, College of William & Mary; Tuba Yilmaz, University of Utah
Two-Way Dual Language Bilingual Education as Vehicle for Equitable Integrated Schooling: Challenges and Possibilities - Laura Hamman-Ortiz, University of Rhode Island
Integrating the Literacy Classroom in TWDL (Two-Way Dual Language): A Bilingual Second-Grade Team Navigates Transitions Through Multiple Policy Changes - Deborah K. Palmer, University of Colorado - Boulder; Alexandra F. McGrath, University of Colorado - Boulder; Allarie Coleman, University of Colorado - Boulder
Two-Way (TW) Dual Language Teachers' Integration of Literacy Practices and Cultural Resources in Elementary Science - Patricia E. Venegas-Weber, University of Washington
Integrating Ethnic, Cultural, and Identity Studies With Translanguaging Juntos to Cultivate Critical Outlooks in Dual-Language Bilingual Education - Susana Ibarra Johnson, New Mexico State University