Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Ramirez, Pablo; Ross, Lydia
• Is Part Of: Theory into practice. Volume 58:Issue 2(2019)
• Page Start: 176
• Page End: 184
• Publication Date: 2019-04-03
• Subjects: Education -- Research -- Periodicals; Educational innovations -- Periodicals; 370.105
• DOI: 10.1080/00405841.2019.1569399
• Languages: English
• ISSNs: 0040-5841

Abstract

Abstract : We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers' pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this article, recommendations for effective dual-language secondary classrooms are offered as a way to advance teachers' pedagogical practices that leverage students' language repertoire.