Language Status in Two-Way Bilingual Immersion: Dynamics Between English and Spanish in Peer Interaction

• In Event: Programs for Critical Language Development and Maintenance

Abstract

Research shows that Two-Way Bilingual Immersion (TWBI) programs provide positive outcomes for English Learners (ELs) and English Proficient (EP) students to become bilingual, biliterate, and bicultural. Yet, results from this study suggest that maintaining language equity between English and Spanish becomes a challenging aspect of small group interactions between ELs and EP students in grades 4-6. Findings from the case study indicate that teachers do not feel prepared to meet the challenges concerning language status and linguistic equity during group structures. Multiple data sources include three teacher interviews, reflections, lesson observations in two 90/10 programs. This study presents important instructional implications for sociocultural and sociolinguistic goals for ELs and EP students in TWBI programs.

Author

• Ana M. Hernandez, California State University - San Marcos