Understanding the Spanish Component in a Dual Language Program

• In Event: Bilingual Education for Whom?

Abstract

A case study of six bilingual teachers' experiences in a dual-language program (DLP) in Massachusetts, focusing on the Spanish component. The study used a framework that combines sociocultural, language ideologies, and critical race theory to analyze the teachers' backgrounds and the challenges they face in their current classrooms and schools. The analysis clarify the instruction in Spanish language and the use of Spanish as the language of instruction. There is a lack of support for the partner language and that the administrators have a limited understanding of the DLP, which affects the overall school climate. The research suggests practical implications for teacher development and for programs that prepare teachers to teach languages other than English in DLP.

Author

• Yokaira A. López-Tifa, University of Massachusetts - Amherst