Dual Language Programs: Questions of Access in the State of Arizona

Autor/inn/en	Gomez, Laura M.; Cisneros, Jesus
Titel	Dual Language Programs: Questions of Access in the State of Arizona
Quelle	In: Education Policy Analysis Archives, 28 (2020) 18, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cisneros, Jesus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Bilingual Education; English Language Learners; Bilingualism; Educational Benefits; Access to Education; English Only Movement; Academic Achievement; Cognitive Development; Cultural Awareness; Program Implementation; Barriers; Arizona + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Bildungsertrag; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung; Kognitive Entwicklung; Cultural identity; Kulturelle Identität
Abstract	Public schools across the country are increasingly working with children who enter schools speaking a language other than English. Using a case study methodology, the authors examined Dual Language Program (DLP) implementation in Arizona, which by law supports English-only education. Several benefits (bilingualism, bi-literacy, biculturalism, globalization) and challenges (curriculum, teachers, state policy, funding, and lack of access to DLPs for minority language students) are highlighted from stakeholder perspectives. Participants in this study described the paradox of excluding ELLs from dual language programs as inefficient, unnecessary, and wrong. Taking Interest Convergence as a theoretical framework to understand the Arizona context regarding English-only education, this study raises implications for research and practice. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01