Promoting Racial and Linguistic Integration in Two-Way Dual-Language Immersion Classrooms

• In Event: On the Road to Equity: Studies of the Impact and Influences of Education Policy

Abstract

As segregation intensifies across the nation, two-way dual language immersion (TWI) programs create a natural opportunity for integration. This qualitative case study describes how teachers and leaders structure integrative interactions among students of different racial and linguistic groups in a TWI program. Findings indicate that the TWI program provides an opportunity to facilitate integration. The nature of these integrative experiences is impacted by the structure of the TWI program, teachers’ conceptualizations of diversity, pedagogical and curricular decisions, and the school leader’s support of the TWI program. Findings suggest the need for enhanced professional development and future research to understand how, if at all, integration is considered when districts and schools are designing and implementing TWI programs.

Authors

• Jenn Ayscue, North Carolina State University

• Elizabeth Uzzell, North Carolina State University