Ensuring Equitable Access to Dual-Language Immersion Programs: Supporting English Learners' Emerging Bilingualism

Autor/inn/en	Williams, Conor P.; Meek, Shantel; Marcus, Maggie; Zabala, Jonathan
Institution	The Century Foundation
Titel	Ensuring Equitable Access to Dual-Language Immersion Programs: Supporting English Learners' Emerging Bilingualism
Quelle	(2023), (41 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Bilingual Education Programs; Access to Education; Native Language Instruction; Second Language Learning; Second Language Instruction; Teacher Education Programs; Immersion Programs; English Language Learners; Barriers; Race; Social Class; Databases; Program Development; Urban Areas; Educational Policy; Bilingual Teachers; English (Second Language); Enrollment Trends; Language Attitudes; Politics of Education; Racial Composition; Institutional Characteristics; State Programs + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Immersionsprogramm; Rasse; Abstammung; Social classes; Soziale Klasse; Datenbank; Programmplanung; Urban area; Stadtregion; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Educational policy; Regierungsprogramm
Abstract	Children who are English learners (ELs) comprise a large, diverse, and growing student group in U.S. schools. ELs face systemic educational challenges rooted in language, race, class, and nativity. The Century Foundation and Children's Equity Project constructed a first-of-its-kind database covering more than 1,600 dual-language immersion (DLI) programs to address how policymakers and state education leaders can encourage the creation of diverse, integrated two-way DLI settings while still protecting equitable access for ELs. The analysis of aggregated demographic data completed for this report reveals some distinct patterns for DLI schools in a range of cities, illustrating different challenges in different communities. Steps education policymakers can take in order to grow bilingual teacher training programs and equitably expand access to dual-language immersion programs are provided. (ERIC).
Anmerkungen	Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01