How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program

Autor/inn/en	Ayscue, Jennifer B.; Uzzell, Elizabeth M.
Titel	How Teachers and Leaders Facilitate Integration in a Two-Way Dual Language Immersion Program
Quelle	In: Teachers College Record, 124 (2022) 1, S.87-110 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681221086109
Schlagwörter	Immersion Programs; Elementary Schools; Racial Integration; Public Schools; Bilingualism; English Language Learners; Rural Areas; Student Diversity; English (Second Language); Spanish; Peer Relationship; Educational Practices; Leadership + Suchen Sie Ihr Suchwort? Immersionsprogramm; Elementary school; Grundschule; Volksschule; Rassenintegration; Public school; Öffentliche Schule; Bilingualismus; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Peer-Beziehungen; Bildungspraxis; Führung; Führungsposition
Abstract	Background/Context: Public school enrollment in the United States is becoming increasingly racially and linguistically diverse; however, school segregation continues to intensify across the nation. Within this context, two-way dual language immersion (TWI) programs, which intentionally strive to balance English learners and English speakers, may create a natural opportunity for integration. Research Question: How do teachers and leaders facilitate integrative interactions among students of different racial and linguistic groups in a TWI program? Research Design: This qualitative, holistic, single case study explores the TWI program at Silverthorne Elementary School (pseudonym), a K-5 traditional public school in the southeastern United States. Silverthorne is in a rural community on the outskirts of a large metropolitan area that is a new immigrant destination. At the time of data collection, Silverthorne's TWI program was in its seventh year of implementation. Participants include 12 teachers, one guidance counselor, and one school leader. We conducted semi-structured individual interviews with all participants, observed eight classrooms, and analyzed supplemental documents. We used inductive coding and ultimately generated four themes to describe how TWI teachers and leaders facilitate integration. Findings: Silverthorne's TWI program provides an opportunity to facilitate integration among students from different racial and linguistic backgrounds. The nature of these integrative experiences is shaped by the structure of the TWI program, the teachers' conceptualizations of diversity, the teachers' pedagogical and curricular decisions, and the school leader's support of the TWI program. Conclusion: Although teachers and leaders in the Silverthorne TWI program have promoted integration in numerous ways, they also have missed important opportunities to facilitate greater integration. Nonetheless, this TWI program illustrates the potential of TWI to provide opportunities for students from different racial and linguistic backgrounds to learn together in a truly integrated environment. Findings suggest the need for enhanced professional development regarding how to facilitate integration in diverse classrooms as well as future research to understand how, if at all, integration is considered when districts and schools are designing and implementing TWI programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01