Reimagining Place as a Critical Theory Tenet in Rural Dual Language Immersion Programs

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Reimagining Programs and Curricular Practices in Dual Language Education

Abstract

Research on dual language immersion (DLI) has expanded exponentially over 60 years from if two languages as mediums of instruction are detrimental to student learning to how DLI supports academic achievement, student well-being, and can mitigate social inequities. While scholars underscore the consistently positive outcomes of DLI programs, astonishingly little scholarship has been conducted on how place and rurality, as an educational ecosystem, affect DLI program development and sustainability. Data from the study include educator and community interviews, observations, linguistic landscapes, and archival data. Data demonstrate how rural educators leverage language, social, and economic resources to support rural multilingual learners and balance competing language perspectives while maintaining rural community cohesion. We offer scholarly implications for the research community.

Authors

• Maria R. Coady, North Carolina State University

• Maria Heysha Carrillo Carrasquillo, North Carolina State University

• Joanna Koch, North Carolina State University

• Zaina Dali, North Carolina State University

• Cassandra Rubinstein, North Carolina State University

• Alejandro Amaya, North Carolina State University

• Rocio López Caicedo, North Carolina State University