Multilingualism and Multiculturalism in an International Baccalaureate Diploma Programme with Particular Emphasis on Supporting Linguistic Minority Students

Autor/in	Lew, Shim
Titel	Multilingualism and Multiculturalism in an International Baccalaureate Diploma Programme with Particular Emphasis on Supporting Linguistic Minority Students
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 6, S.488-502 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1660666
Schlagwörter	Multilingualism; Multicultural Education; Advanced Placement Programs; Language Minorities; Minority Group Students; Bilingual Education; High School Students; Student Empowerment; Equal Education; Student Needs; Program Effectiveness; Language Attitudes; Ideology; Native Language; High School Teachers; Access to Education; Immigrants + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Multikulturelle Erziehung; Sprachminderheit; Bilingual teaching; Bilingualer Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienberechtigung; Sprachverhalten; Ideologie; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Immigrant; Immigrantin; Immigranten
Abstract	Multi/bilingual education has been found to have the potential to provide more equitable education for linguistic minority students; nevertheless, these students have not fully benefitted from it due to unequal power dynamics and English-dominant language ideologies. While bilingual programmes in secondary schools remain extremely rare in the US, the Bilingual Diploma in the International Baccalaureate Diploma Programme offers a high school level bilingual curriculum and fosters heritage language education and multiculturalism. This study examines how advanced bilingual education in one International Baccalaureate Diploma Programme in a US high school served linguistic minority students' specific needs by establishing an institutional structure promoting heritage language learning, which significantly empowered those students by overcoming deficit-oriented ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01