Application of Human Capital Theory to Understand Funding Inequities in Dual Language Programs

Autor/in	Doane, Jenna
Titel	Application of Human Capital Theory to Understand Funding Inequities in Dual Language Programs
Quelle	In: Journal of Education Human Resources, 41 (2023) 1, S.36-49 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.3138/jehr-2021-0055
Schlagwörter	Educational Finance; Equal Education; Bilingual Education Programs; Native Speakers; English; English (Second Language); Second Language Learning; Second Language Instruction; Human Capital; Global Approach; Educational Legislation; Access to Education; Educational Opportunities; Educational Equity (Finance); Educational Policy; Power Structure; Resource Allocation; Social Justice + Suchen Sie Ihr Suchwort? Bildungsfonds; Muttersprachler; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Humankapital; Globales Denken; Bildungsrecht; Schulgesetz; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Ressourcenallokation; Soziale Gerechtigkeit
Abstract	Language is a form of human capital. Human capital refers to skills an individual needs to succeed within the labor market. Originating from The Bilingual Education Act of 1968 (Title VII of the Elementary and Secondary Education Act of 1968), one of many purposes of dual language programs (DLPs) was to provide equal access to classroom opportunities for all students, regardless of their native language. The goal of bilingual programs is to promote the literacy of the English language and their home language. Two-way DLPs in schools were created to help strengthen the English literacy of non-native-English-speaking students, while simultaneously supporting their performance in school. English-speaking students are also within the classroom, while instruction is split between English and the home language of the non-native English speakers. Despite the original focus of equity in these programs, there seems to have been a growing interest in DLPs from native English speakers whose goals are most closely related to human capital and globalization views. In addition, disparities in funding highlight the lack of value placed on DLPs when it comes to equity for non-native English speakers, which are ultimately rooted in the history of oppressive bilingual education policies. The globalization view, coupled with funding inequities, could lead to resource hoarding among certain groups, ultimately negatively affecting English learners' labor market outcomes later in life due to an inability to access DLPs and utilize the benefits that come from them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01