The Expansion of Dual Language Bilingual Education into New Communities and Languages: The Case of Hebrew in a New York City Public Middle School

Autor/inn/en	Avni, Sharon; Menken, Kate
Titel	The Expansion of Dual Language Bilingual Education into New Communities and Languages: The Case of Hebrew in a New York City Public Middle School
Quelle	In: Theory Into Practice, 58 (2019) 2, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1569378
Schlagwörter	Bilingual Education; Semitic Languages; Urban Schools; Public Schools; Middle Schools; Bilingual Education Programs; English; Heritage Education; Educational Change; Program Implementation; Language Planning; Educational Policy; Uncommonly Taught Languages; New York (New York) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Arabisch; Hebräisch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Middle school; Mittelschule; Mittelstufenschule; English language; Englisch; Bildungsreform; Sprachwechsel; Politics of education; Bildungspolitik; Minderheitensprache
Abstract	This article describes a case study of dual language bilingual education (DLBE) that challenges the model's traditional mold while offering important insights into its utility for communities of less commonly taught languages. We begin with an outline of the expansion of DLBE in New York City, part of a broader national trend. We then explore a new Hebrew-English DLBE program at a traditional New York City public middle school, documenting the program's establishment and evolution over its first few years. Following this, we examine the school's replacement of DLBE with a "heritage language program" model and show how both options are mismatched to the community's actual needs or interests and ultimately restrict the possibilities for Hebrew learning. Specifically, we contribute to growing critiques of rigidity in program models, showing how at times adherence to the model is prioritized over the actual needs of students and their families--even when school leaders maintain they are implementing DLBE for the community. We argue that alternatives to DLBE with greater flexibility can serve crucial goals for local communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01