Exploring Institutional Processes in a District-Wide Dual Language Program: Who is it for? Who is Left Out?

Wall, Dorothy J.; Greer, Elizabeth; Palmer, Deborah K.

doi:10.1080/15348431.2019.1613996

Cited by 10 publications

(1 citation statement)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such audits examine data with a special focus on the level of access, resources, and outcomes for various groups, interrogating how educational policies and practices—at the community, district, school, and classroom levels—may privilege certain individuals or deny access to others. Given prior research, courageous DLBE leaders should, for example, conduct studies that examine who has access to DLBE (Wall et al, 2019), how information is shared regarding enrollment (Dorner, 2011b), where DLBE resources are spent, who has what kind of DLBE professional development/preparation (Morita-Mullaney, 2019), and so on. Ideally, such work will help build DLBE programs that best educate the marginalized communities they were intended to serve.…”

Section: Teaching Notesmentioning

confidence: 99%

Una Búsqueda de la Equidad y la Justicia: District Leaders Attempt to Expand Dual Language Bilingual Education for Equity

Dorner

Lee

2020

Journal of Cases in Educational Leadership

View full text Add to dashboard Cite

This case examines one district’s attempts to enhance and rework its approach to dual language bilingual education (DLBE). Upon her hire at “Triton Public Schools,” the new coordinator for language services noticed that Spanish-speaking students designated as English Learners (ELs) had inequitable access to the district’s only DLBE school, and that other programs designed for them did not result in as high academic achievement as DLBE. Conversations by district leadership to make significant changes in their approach to DLBE resulted in public outcry and confusion from educators, as well as Spanish- and English-speaking parents. Our discussion centers on how to employ courageous and social justice–minded leadership to enhance equity, access, and high academic achievement for marginalized student populations in bilingual education.

show abstract

Section: Teaching Notesmentioning

confidence: 99%