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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 ...
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Keyword:
access; bilingual; Bilingual education; dual language; Education policy; equity; perspectives; Spanish
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URL: https://dx.doi.org/10.13016/nhcr-plqh
http://drum.lib.umd.edu/handle/1903/26107
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Bilingual in a Monolingual District: Stakeholder Perspectives on Equitable Access to Dual Language Programs
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