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SimpleDIVA: A 3-parameter model for examining adaptation in speech and voice production
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Discovering moments of disconnect throughout the process of response and revision : a multiple case study
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The Old English semantic field of thought in Beowulf and The wanderer
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English Learners and ESL Programs in the Community College: A Review of the Literature
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Developing expertise through experience: Ideas for continuing professional develoment
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Suggestions for teacher educators from a gentle iconoclast and a fellow explorer
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Demonstrating Scientific Understanding through ASL and English Imagery
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The Trilingual Ideal in Quintana Roo, Mexico: The Metapragmatics and Embodiments of Yucatec Maya, Spanish, and English
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Quizletを活用したスピーキング・リスニング指導 ; Quizlet オ カツヨウシタ スピーキング リスニング シドウ ; Speaking and Listening Instructions Utilizing Quizlet
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The Importance of Professional Development: A Critical Discourse Analysis Surrounding the Teaching of California’s Multilingual Students
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What Poetry Makes Happen: Neurocognition, Negative Capability, and the Intricacies of Imagined Experience
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"She Uses They/Them Pronouns": Finding a Non-Binary Voice in a Gendered World
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Secondary Math Teachers’ Implementation of Language Supports for English Learners
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Dual Language Doesn't Translate: Equity and Access in Dual Language Education on English Learners and Low-Income Students
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Abstract:
California has a history of bilingual education, but once that was eliminated with Proposition 227 in 1998, dual language education programs took its place. Dual Language Education programs are the teaching of academic content in two different languages. They have been expanding nationwide with several different languages being incorporated into this model, such as Spanish, Mandarin, Vietnamese, German, French, Portuguese, and Arabic. The draw for these programs has been to have students become better citizens in a global economy and to be able to participate within a diverse society. One of the concerns in regards to the expansion of dual language education is where the programs are being implemented and whom they are intended to serve. The trend is for affluent neighborhoods to have greater access to these dual language programs where there are a lower number of English learners and low-income students. These two demographic groups are not included in these dual language programs, which are considered advanced and rigorous. This case study is an in-depth look into one elementary school district in southern California with a high number of dual language programs, with many of them in affluent communities.
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Keyword:
Access; Dual Language; Educational leadership; English Learners; Equity
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URL: https://escholarship.org/uc/item/3nt3396n
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Classification Accuracy of Spanish CBMs for Students in a Dual Immersion Program
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Children’s Individual Language Experiences: A Multilevel Analysis of Language Use in Head Start Classrooms
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Reaching Out: Advice and Information Networks within a Middle School English Language Development Program
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Reading Places: Local Landscapes and Imperial Culture in Romantic Britain
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