Equity Traps in the Deselection of English Learners in Dual Language Education: A Collective Case Study of School Principals

Autor/inn/en	Morita-Mullaney, Trish; Chesnut, Colleen
Titel	Equity Traps in the Deselection of English Learners in Dual Language Education: A Collective Case Study of School Principals
Quelle	In: NABE Journal of Research and Practice, 12 (2022) 2, S.49-68 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morita-Mullaney, Trish)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2639-0043
DOI	10.1080/26390043.2022.2079390
Schlagwörter	Equal Education; Immersion Programs; Native Language Instruction; Second Language Learning; Second Language Instruction; Disadvantaged; English (Second Language); Case Studies; Principals; School Choice; Decision Making; Access to Education; Administrator Attitudes; Language Usage; Language Attitudes; Bilingual Education Programs; Transportation; Hispanic American Students; Family School Relationship; Neighborhood Schools; Magnet Schools; Kindergarten; Elementary Secondary Education; Educational Benefits; Spanish; Indiana + Suchen Sie Ihr Suchwort? Immersionsprogramm; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Principal; Schulleiter; Choice of school; Schulwahl; Decision-making; Entscheidungsfindung; Education; Access; Bildung; Zugang; Bildungszugang; Sprachgebrauch; Sprachverhalten; Verkehrswesen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Bildungsertrag; Spanisch
Abstract	Indiana dual-language immersion (DLI) programs have grown exponentially in the last 5 years as a result of state policies, related state funding, and increasing pressure for public schools to have a specialized presence amidst school choice provisions. Principals work with their communities to identify the DLI model they will adopt, student constituencies they will target and how equity is constituted. We define equity as institutional structures, supports, and practices that prioritize and center the needs of historically marginalized groups, namely English Learners (ELs), to ensure that they have opportunities of educational access and outcomes, including their right to preserve and develop their native language. Using a collective case study, we examine the equity discourses among one-way and two-way DLI principals to define the ways in which dual language is understood and how that informs decision-making. Using the conceptual lens of "equity traps," we identify the overt and subtle mechanisms that propagate or constrain equity for historically marginalized groups, like ELs. Implications suggest the need for a structural examination of the concrete and abstract ways equity is trapped within DLI programming. A matrix is furnished to guide principals and DLI stakeholders in their preparation for DLI programming, centered on equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01