Dual Immersion Programs and their Implications: Focused Analyses on the Educational History

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

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The Impact of Two-Way Dual-Immersion Programs on Initially English-Dominant Latino Students' Attitudes

Bilingual Research Journal ◽

10.1080/15235882.2011.598059 ◽

2011 ◽

Vol 34 (2) ◽

pp. 125-141 ◽

Cited By ~ 10

Author(s):

Nicholas Block

Keyword(s):

Latino Students ◽

Dual Immersion ◽

Immersion Programs ◽

Students Attitudes ◽

English Dominant ◽

The Impact

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Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

Íkala Revista de Lenguaje y Cultura ◽

10.17533/udea.ikala.v26n3a16 ◽

2021 ◽

Vol 26 (3) ◽

pp. 767-782

Author(s):

Jordi Solsona-Puig ◽

María Capdevila-Gutiérrez ◽

Fernando Rodríguez-Valls

Keyword(s):

Theoretical Model ◽

Bilingual Education ◽

Inclusive Education ◽

Online Teaching ◽

Dual Immersion ◽

Teacher Education Programs ◽

Five Dimensions ◽

The Core ◽

Immersion Programs ◽

Digital Instruction

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

Download Full-text