Perceptions of Access to Dual Language Education Programs: The Complexities of Equity

Autor/in	Marcus, Margaret Sullivan
Titel	Perceptions of Access to Dual Language Education Programs: The Complexities of Equity
Quelle	In: International Multilingual Research Journal, 16 (2022) 1, S.78-92 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcus, Margaret Sullivan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1963510
Schlagwörter	Bilingual Education Programs; Equal Education; Access to Education; Educational Policy; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Parent Attitudes; School Districts; Administrator Attitudes; Public Schools; Case Studies; Spanish Speaking; School Choice; Elementary School Students; Student Characteristics + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elternverhalten; School district; Schulbezirk; Public school; Öffentliche Schule; Case study; Fallstudie; Case Study; Choice of school; Schulwahl
Abstract	This study explores access to Spanish dual-language education (DLE) programs via the perceptions of various stakeholders, including district personnel, school administrators, and parents at two public DLE elementary schools in a large mid-Atlantic metropolitan district in the United States. Through a lens of equity, this comparative case study relied on semi-structured interviews to demonstrate how equity is interpreted differently by stakeholders and why parents may not have access to an academic resource that was originally intended as a service-delivery model for Spanish-speaking students acquiring English. This study divides the findings into four main themes: equitable access versus equity of access, systemic equity, unregulated systemic equity, and choice and access to show how systems and policies created to promote equity may be the same ones that hinder its ability to advance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01