Preparing School Leaders for Dual Language Programs in Rural Settings

2020 ◽  
pp. 344-358
Author(s):  
Marjorie Campo Ringler ◽  
Karen D. Jones
Keyword(s):  
Public Education ◽  
Rural Communities ◽  
Dual Language ◽  
School Leaders ◽  
Language Education ◽  
Dual Language Education ◽  
Rural Regions ◽  
Language Programs ◽  
Rural Settings ◽  
Eastern North Carolina

The existing curriculum in public education needs to change to incorporate bilingual and bicultural education to address the needs of the growing Hispanic population that tend to settle in rural communities. Dual language education research indicates that students that are bilingual show higher levels of achievement than their monolingual peers. These programs are not widely implemented in rural regions of eastern North Carolina because school leaders are not aware of the research and benefits. This chapter describes an approach an educational leadership program took to educate practicing administrators about dual language education. The research results led to creation of a professional certificate accessible to administrators in rural regions.

scholarly journals Dual Language: A Combined Dual Language Framework for Implementation: A 90/10 and 50/50 Model Design

2019 ◽  
Vol 12 (10) ◽  
pp. 108
Author(s):  
Roslyn J. F. Billy ◽  
Carmen Medina Garriguez
Keyword(s):  
Academic Achievement ◽  
English Language Learners ◽  
Dual Language ◽  
English Language ◽  
Language Education ◽  
Linguistically Diverse ◽  
The United States ◽  
Dual Language Education ◽  
Language Programs ◽  
Allocation Of Time

Dual Language programs are starting to resurface amongst the best practices for increasing literacy and academic language acquisition. Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English Language Learners (ELLs) and English-speaking students (as cited in Ray, 2009). With that being said, there is no doubt that a DL program will increase the academic achievement of Culturally Linguistically Diverse (CDL) students. However, the question that arises in the implementation of DL programs is, which model either the 90/10 or the 50/50 is effective in sustaining academic achievement of CLD students during their educational experience? One issue that can impact Dual Language Education (DLE) program design concerns the allocation of time given to each language (Lindholm-Leary, 2012). The purpose of this research is to test the implementation of the conceptual dual language framework developed by the researchers that embraces both the 90/10 and 50/50 model allowing for a blended allocation of time given to each language for biliteracy mastery. Although the focus of the study took place in the United States, the researchers have also reviewed Europe and the Middle East where the Content and Language Integrated Learning (CLIL) model is very popular as other possible contexts for implementation of the framework.

scholarly journals Videoconferencing and the networked provision of language programs in regional and rural schools

ReCALL ◽  
2018 ◽  
Vol 31 (2) ◽  
pp. 204-217 ◽  
Author(s):  
Yvette Slaughter ◽  
Wally Smith ◽  
John Hajek
Keyword(s):  
Language Learning ◽  
Physical Space ◽  
Language Education ◽  
Structuration Theory ◽  
Language Programs ◽  
Multiple Data ◽  
Rural Settings ◽  
Specialist Teachers ◽  
Videoconferencing Technology ◽  
Conceptual Foundations

AbstractThe use of videoconferencing technology to support the delivery of language programs shows great potential in regional and rural settings where a lack of access to specialist teachers limits equitable access to education. In this article, we investigate the establishment of two regional and rural primary school networks in Australia for videoconferenced language learning. Adopting a perspective taken from the discipline of information systems called structuration theory, we examine how the technology they use both changes and is changed by its use in language learning, and how schools and teachers take control of technology and adapt their educational approaches. Case studies were carried out on the two networks using multiple data sources, including interviews and observation of language classes. The findings reveal that even with the same conceptual foundations and aims, divergent models of practice emerge as sustainable adaptations to localised factors. These differences are shaped by, among other things, an interplay between the quality of infrastructure, prior knowledge, and the “material properties” of the technology, including its functions, limits, and deployment in physical space. A closer look at these practices illustrates limitations and possibilities specifically for language education, but also more broadly illustrates how the success of these videoconferencing initiatives are influenced by a nuanced combination of social, educational, and technological factors.

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