Increasing school segregation is leaving Dual Immersion programs without sufficient numbers of native English speakers to constitute a traditional Dual Immersion model. This study explored the academic language development practices three elementary teachers employed, in both Spanish and English, in a low-income, hypersegregated Dual Immersion program in which most of the students were Latino English learners. Research data included three months of classroom observations and monthly interviews with teachers in kindergarten through fourth grade. Findings revealed that teachers strategically implemented a variety of language development practices in both Spanish and English, such as choral practices, instructional conversations about language, and turn-and-talk. However, these practices did not seem to foster critical thinking. Integrating critical thinking and language development, rather than teaching them sequentially, is crucial in hypersegregated settings to prepare bilingual students for college and careers.
Teacher Evaluation and Effectiveness
Dual Language Programs