A Critical Look at Dual Language Immersion in the New Latin@ Diaspora

Autor/in	Cervantes-Soon, Claudia G.
Titel	A Critical Look at Dual Language Immersion in the New Latin@ Diaspora
Quelle	In: Bilingual Research Journal, 37 (2014) 1, S.64-82 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.893267
Schlagwörter	Immersion Programs; Second Language Instruction; Second Language Learning; Native Language; Immigrants; Hispanic American Students; Spanish; English (Second Language); Teaching Methods; Educational Trends; Social Justice; Trend Analysis; Language Minorities; North Carolina + Suchen Sie Ihr Suchwort? Immersionsprogramm; Fremdsprachenunterricht; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Soziale Gerechtigkeit; Trendanalyse; Sprachminderheit
Abstract	Two-way immersion (TWI), an approach that combines language-minority students and native English speakers in dual-language classrooms, is growing in popularity in schools of newly Latinized regions of the U.S. Using North Carolina as an example, this critical review of the literature posits that as neoliberal trends increasingly shape the communities of the new Latin@ diaspora, the uncritical implementation of TWI can serve as a double-edged sword that commodifies Latin@s' linguistic resources. The article discusses these dangers, as well as critical issues that should be considered to increase TWI's potential for Latin@ empowerment in new gateway regions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10