Dual language programs: Questions of Access in the State of Arizona

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Author
Author
Laura M. Gomez, Jesus Cisneros
Journal
Education Policy Analysis Archives
Details
Resource Type
Journal
Acquisition Number
454
Published Date
07-05-2021 3:53 PM
Published Year
2020
Number of Pages
20
Language(s)
Subscription Only
No
Abstract
Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs for minority language students) are highlighted from stakeholder perspectives. Participants in this study described the paradox of excluding ELLs from dual language programs as inefficient, unnecessary, and wrong. Taking Interest Convergence as a theoretical framework to understand the Arizona context regarding English-only education, this study raises implications for research and practice.
Topics
Language Proficiency
Immigrant Students
Heritage and Indigenous Language Programs
English Learners
English Learners
Dual Language Programs
Biliteracy
Bilingualism
Bilingual Students
Bilingual Education
Academic Language