Why Not Both? Balancing Equitable Approaches to Multilingual Education for Linguistically Minoritized Students

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Equity in Bi-/Multilingual Education Research and Dual Language Programs (Table 1)

Abstract

In this examination of the widespread growth of bilingual programming (Center for Applied Linguistics, 2017) models to serve ELs, we explore the effects on students representing less common linguistic minorities. Through a systematic review of current literature regarding ESL education and bilingual education, we put the two approaches in conversation and identify overlaps and gaps between them. Using a language ecology theoretical framework and lens (Hornberger, 2002; Skutnabb-Kangas & Phillipson, 1996) in our review, we ask, what are the effects of school districts moving all ESL services to a bilingual model? Findings suggest that both approaches need to coexist in schools in order to meet the needs of all language learners, especially learners from less-common linguistically minoritized backgrounds.

Authors

• Kaycee Rogers, University of Wisconsin - Madison

• Lisa Velarde, University of Wisconsin - Madison