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Utterance-level predictors of stuttering-like, stall, and revision disfluencies in the speech of young children who do and do not stutter
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Auditory Processing of Sequences and Song Syllables in Vocal Learning Birds
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| 6 |
From Academic English to School Discourses: Reconceptualizing Academic Language
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| 7 |
The Role of Cognitive Control in Bilingual Code-Switch Comprehension
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| 8 |
Automatic Syntactic Processing in Agrammatic Aphasia: The Effect of Grammatical Violations
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| 9 |
De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners
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CROSS-LINGUISTIC DIFFERENCES IN THE LEARNING OF INFLECTIONAL MORPHOLOGY: EFFECTS OF TARGET LANGUAGE PARADIGM COMPLEXITY
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| 11 |
How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers
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| 12 |
"We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching
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Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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Abstract:
This qualitative comparative case study explores the perspectives of 30 critical stakeholders, including parents, school administrators, and central office personnel, on perceptions of dual language education (DLE) programs at two public dual language schools in a large Mid-Atlantic metropolitan district. This study also explores how these different stakeholders access and perceive access to these programs. Grounded in a conceptual framework that includes Ruiz’s orientations of language (1984), interest convergence (Bell, 1980), critical consciousness (Cervantes-Soon et al., 2017; Palmer, et al., 2019), and equity (Espinoza, 2007; Monk, 1990; Murphy, 1988), this study uses semi-structured interviews to demonstrate converging and diverging views on equitable access to dual language programs. In the focal district of this study, a lottery system offers a mechanism for school choice, but this process does not always lead to access to dual language programs due to high demand and long waitlists. Latinx families choose a bilingual program for different reasons than their English-speaking counterparts. For the Latinx population, dual language represents a way for these families to maintain a connection to their language and heritage. For English-speakers, the DLE program decision is connected to attending their neighborhood school, the idea of their children having early exposure to a language, and the diversity of the community. This study contributes to the current body of literature that explores Latinx and English-speaking parents’ reasons for choosing a DLE program. This study differs from current literature because it includes multiple stakeholder perspectives to understand different interpretations of access to these highly sought-after programs. This study concludes with implications and suggestions for policy, practice, and research. As part of the Memorandum of Understanding with the focal school district, this work will be shared with central office personnel. This research has important implications for policy decisions regarding equitable access to DLE programs, particularly in terms of program intentions and communication between stakeholders.
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Keyword:
access; bilingual; Bilingual education; dual language; Education policy; equity; perspectives; Spanish
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URL: https://doi.org/10.13016/nhcr-plqh
http://hdl.handle.net/1903/26107
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Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports
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The use of the domestic dog (Canis familiaris) as a comparative model for speech perception
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| 16 |
THE EFFECTS OF TRAINING FOR AUTOMATICITY ON MULTIWORD RECOGNITION
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| 17 |
An analysis of negation-dependent times amwu-phrases in Korean, and its theoretical consequences
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| 18 |
AN ANALYSIS OF CODE SWITCHING EVENTS IN TYPICALLY DEVELOPING SPANISH-ENGLISH BILINGUAL CHILDREN
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| 19 |
SELECTIVITY IN LEXICAL ACCESS AMONG BILINGUALS OF ORTHOGRAPHICALLY DISTINCT SCRIPTS AND THE ROLE OF EXECUTIVE FUNCTIONS
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| 20 |
EFFECTS OF DIFFERENT TYPES OF AUDITORY INPUT ON INCIDENTAL VOCABULARY LEARNING BY L2 JAPANESE SPEAKERS
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