Chapter Introduction
Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine ser...
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| Định dạng: | Online |
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Taylor & Francis
2023
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| Truy cập trực tuyến: | https://library.oapen.org/handle/20.500.12657/76154 |
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| _version_ | 1869528068145545216 |
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| author | Dorner, Lisa M. Palmer, Deborah Cervantes-Soon, Claudia heiman, Dan Crawford, Emily R. |
| author_browse | Cervantes-Soon, Claudia Crawford, Emily R. Dorner, Lisa M. Palmer, Deborah heiman, Dan |
| author_facet | Dorner, Lisa M. Palmer, Deborah Cervantes-Soon, Claudia heiman, Dan Crawford, Emily R. |
| author_sort | Dorner, Lisa M. |
| collection | Directory of Open Access Books |
| description | Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity. |
| format | Online |
| id | doab-20.500.12854ir-122255 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1222552025-06-24T07:46:40Z Chapter Introduction Dorner, Lisa M. Palmer, Deborah Cervantes-Soon, Claudia heiman, Dan Crawford, Emily R. Bilingual, consciousness, critical, education, language, studies Dual language bilingual programs aim to develop bilingualism, biliteracy, and sociocultural competence while meeting grade-level academic standards. There are at least four dual language bilingual education (DLBE) program models, which are traditionally defined by the student groups they imagine serving. One of these groups is transnational and racialized language learners who are, more often than not, otherwise marginalized in US schools. Well-implemented DLBE programs, with their roots in the historical and political fight for civil and educational rights for children who speak languages other than English, have been shown to be demonstrably effective for this group. Unfortunately, not all programs are well implemented, and they exist in spaces with colonial and racist histories, as pointed out by Guadalupe Valdés’s cautionary note decades ago. Even when DLBE programs are designed specifically for racialized and transnational language learners, research has documented persistent challenges to equity. 2023-11-17T09:53:52Z 2023-11-17T09:53:52Z 2023-09-07T07:54:44Z 2023 chapter https://library.oapen.org/handle/20.500.12657/76154 9781032146973 9781032127934 https://directory.doabooks.org/handle/20.500.12854/122255 eng open access image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/76154/1/9781003240594_10.4324_9781003240594-1.pdf https://library.oapen.org/bitstream/20.500.12657/76154/1/9781003240594_10.4324_9781003240594-1.pdf https://library.oapen.org/bitstream/20.500.12657/76154/1/9781003240594_10.4324_9781003240594-1.pdf Taylor & Francis Routledge 10.4324/9781003240594-1 10.4324/9781003240594-1 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 Critical Consciousness in Dual Language Bilingual Education University of Colorado Boulder 469eb122-d02b-4bfe-8bb8-a08128031780 9781032146973 9781032127934 Routledge 19 open access |
| spellingShingle | Bilingual, consciousness, critical, education, language, studies Dorner, Lisa M. Palmer, Deborah Cervantes-Soon, Claudia heiman, Dan Crawford, Emily R. Chapter Introduction |
| title | Chapter Introduction |
| title_full | Chapter Introduction |
| title_fullStr | Chapter Introduction |
| title_full_unstemmed | Chapter Introduction |
| title_short | Chapter Introduction |
| title_sort | chapter introduction |
| topic | Bilingual, consciousness, critical, education, language, studies |
| topic_facet | Bilingual, consciousness, critical, education, language, studies |
| url | https://library.oapen.org/handle/20.500.12657/76154 |
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