Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces. Issue 1 (March 2017)

• Record Type: Journal Article
• Authors: Cervantes-Soon, Claudia G.; Dorner, Lisa; Palmer, Deborah; Heiman, Dan; Schwerdtfeger, Rebecca; Choi, Jinmyung
• Is Part Of: Review of research in education. Volume 41:Issue 1(2017)
• Page Start: 403
• Page End: 427
• Publication Date: 2017-03
• Subjects: Education -- Research -- United States -- Periodicals; 370.727
• DOI: 10.3102/0091732X17690120
• Languages: English
• ISSNs: 0091-732X

Abstract

This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop "critical consciousness" through using critical pedagogies and humanizing research.