This chapter reviews critical areas of research on issues of equity/equality in the highly
proclaimed and exponentially growing model of bilingual education: two-way immersion …

This review poses an increasingly common—and increasingly urgent—question in the field
of teacher education: How can teachers best be prepared to educate Latina/o bilingual …

This critical race ethnography examines a secondary-level dual-language (DL) program, a
bilingual-education model thought to provide Latinxs educational equity. Drawing from a …

This paper examines student and teacher talk in a first grade classroom in a two-way
immersion school in Central Texas. Drawing on audio and video data from a year-long study …

Dual language bilingual education (DLBE) programs are framed to reflect pluralist
discourses (de Jong, E.[2013].“Policy Discourses and US Language in Education Policies.” …

The potential of TWI to close the achievement gap for English language learners and to
provide both native English speakers and native partner-language speakers with access to …

Dual language (DL) programs experience many tensions stemming from English hegemony
in its curriculum, instruction, and assessment. These tensions often work in concert to usurp …

Using a case study methodology, the article examines the language practices of two third-
grade bilingual, dual-language education teachers as they prepare their students for their …

This chapter focuses on how the multilingualism-as-a-resource orientation plays itself out in
the context of dual language education programs. R. Ruiz proposed a language-as …

This article explores the interactional co-construction of identities among two first-grade
students learning Spanish as a third language in a Spanish-English dual language …