Parents’ Investment in a French-English Dual Language Immersion Program in the United States

2020 ◽  
pp. 1-15
Author(s):  
Ève Ryan
Keyword(s):  
United States ◽  
Dual Language ◽  
The United States ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
Immersion Program

Is native-speakerism impacting the Dual Language Immersion teacher shortage?

Multilingua ◽  
2019 ◽  
Vol 38 (6) ◽  
pp. 675-686 ◽  
Author(s):  
Cathy Amanti
Keyword(s):  
United States ◽  
Dual Language ◽  
English Language ◽  
School Administrators ◽  
Teacher Shortage ◽  
The United States ◽  
Language Immersion ◽  
English Language Teaching ◽  
Dual Language Immersion ◽  
Language Immersion Education

Abstract Although Dual Language Immersion Education is growing in popularity in the United States, staffing these programs represents one of the greatest challenges for school administrators. Ironically, this is the case even for Spanish-English Dual Language Immersion programs despite the fact that the United States has the second highest number of Spanish speakers of any country in the world. What barriers hinder Spanish-English Dual Language Immersion schools from filling their teaching positions? This exploratory article suggests that native-speakerism may be part of the problem. Drawing on literature from the field of English Language Teaching, this article goes further to suggest that notions of who is the ideal Dual Language teacher, unless carefully considered, may exacerbate the linguistic marginalization of U.S.-born Latinxs, a group whose Spanish-speaking abilities are too often stigmatized.

Mobilities of Language and Literacy Ideologies: Dual Language Graduates’ Bilingualism and Biliteracy

2017 ◽  
Vol 49 (2) ◽  
pp. 210-239 ◽  
Author(s):  
Nadia R. Granados
Keyword(s):  
Dual Language ◽  
Qualitative Methodology ◽  
Language Immersion ◽  
Language And Literacy ◽  
Cultural Economic ◽  
Dual Language Immersion ◽  
Immersion Program ◽  
Complex Processes ◽  
Political Forces ◽  
Past Experiences

Using qualitative methodology, this research examines how graduates of a K-5 dual language immersion program have experienced multiple and competing social, cultural, institutional, and political forces at play in complex processes that ultimately affect one’s mobilities of language, literacy, and learning. These students have now grown into adulthood, and the extent to which their past experiences as dual language students have affected their current language and literacy ideologies and practices is examined. As graduates experienced and internalized notions of Spanish as social, cultural, economic, and literacy capital, this likely contributed to current ideologies that greatly esteem bilingualism and biliteracy. The findings highlight that ideologies of language and literacy are neither static nor fixed, but over time, they have been molded and reshaped in a very fluid and lively process.

Examining the oral language competency of children from Korean immigrant families in English-only and dual language immersion schools

2016 ◽  
Vol 16 (1) ◽  
pp. 32-51 ◽  
Author(s):  
Jane Younga Choi ◽  
Jin Sook Lee ◽  
Janet S Oh
Keyword(s):  
Extracurricular Activities ◽  
Oral Language ◽  
Dual Language ◽  
Developmental Stages ◽  
Immigrant Families ◽  
The United States ◽  
Language Immersion ◽  
Dual Language Immersion ◽  
English Only ◽  
At Home

In this study, we examined the bilingual language development among Korean American first-graders in two southern California cities and explored the opportunities for language use available to them in various spaces: at school (one dual language immersion school and one traditional English-only public school), at home, and in the community. Data collected over 15 months included three oral language proficiency assessments in Korean and English; interviews with parents and children; and fieldnotes based on observations at home, at school, and during extracurricular activities. All of the children, regardless of school setting, showed increases in English proficiency; however, their Korean development varied. We found that English opportunities were widely accessible for all of the participants; however, opportunities to use Korean were starkly different between the two cities. The families who resided in communities with few Korean resources needed more financial and temporal resources to attain regular exposure to Korean, which suggests that supporting the development of a less-commonly spoken heritage language in the United States (e.g. Korean) may not be accessible to all immigrant families. Finally, we found that for children in the developmental stages of bilingualism, purposeful and deliberate instruction (particularly in vocabulary and grammar) and diverse opportunities to practice both languages are continuously needed.

A review of Korean/English and Mandarin/English dual language programs in the United States

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Jin Sook Lee ◽  
Tiange Wang
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
Dual Language ◽  
Empirical Studies ◽  
The United States ◽  
Language Immersion ◽  
Language Programs ◽  
Dual Language Immersion ◽  
European Languages ◽  
Immersion Programs

Abstract The benefits of dual language immersion (DLI) instruction, both one-way and two-way immersion programs, have been widely documented through empirical studies spanning nearly five decades. In the U.S. context, most research to date on DLI education has been based on Spanish/English programs, which offer instruction in two Indo-European languages that share many typologically similar features. In light of the fact that there has been a growing trend in programs of other language combinations, such as Mandarin and English, it is necessary to understand how different partner language combinations in DLI programs may impact students’ learning outcomes. Thus, by surveying research on Korean/English and Mandarin/English DLI programs, this paper examines how DLI programs that operate in languages with significantly different linguistic typologies and different scripts affect students’ academic achievement and their development of bilingual proficiency. Based on the studies reviewed, areas for further research to advance our understanding of how DLI programs in English and Korean or Mandarin can effectively and efficiently develop students’ bilingualism/biliteracy and academic achievement are proposed.

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