Dematthews / Izquierdo Dual Language Education: Teaching and Leading in Two Languages

1. Auflage 2019
ISBN: 978-3-030-10831-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 18, 231 Seiten

Reihe: Language Policy

This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers.This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA

Autoren/Hrsg.

Dematthews, David E.

Izquierdo, Elena

Inhaltsverzeichnis

1;Dedication;6
2;Preface;8
2.1;Labeling Students, Families, and Communities;11
2.2;Summary of Chapters;12
2.3;References;16
3;Acknowledgments;18
4;Contents;19
5;About the Editors and Contributors;21
5.1;Editors;21
5.2;Contributors;22
6;Injustice and Redemption: The Education of Latinx Emergent Bilinguals;27
6.1;1 Texas-Style Injustice;28
6.2;2 Reflecting on Injustice;30
6.3;3 The Students at the Center of This Book;32
6.4;4 Understanding Injustice and Repositioning Schools;34
6.5;5 Why Dual Language Education;37
6.6;6 Conclusion;39
6.7;References;39
7;Part I: Setting the “State”: The Old and Subtractive Ways Haven’t Worked;42
7.1;Bilingual Education Policy in Texas: Promise and Lost Opportunities;43
7.1.1;1 Origins of Federal Bilingual Laws and Policies;44
7.1.2;2 Stepping Up Enforcement of EL Student Rights Under Title VI and the Equal Educational Opportunities Act (EEOA);45
7.1.3;3 Bilingual Education in Texas;47
7.1.4;4 Providing Adequate Resources for Bilingual Education in Texas;49
7.1.5;5 Bilingual Education on the Horizon: Progress or Peril?;52
7.1.6;6 Conclusion;55
7.1.7;References;56
7.2;Compounded Inequities: Tracking School Finance Equity for Districts Serving Low-Income Emergent Bilingual Students;59
7.2.1;1 Review of Relevant Literature;62
7.2.1.1;1.1 The Impact of School Funding;62
7.2.1.2;1.2 The Distribution of School Funding;63
7.2.2;2 Policy Context;64
7.2.2.1;2.1 High-Poverty High-ELL Districts;64
7.2.2.2;2.2 State Funding for ELL and Low-Income Students;66
7.2.3;3 Data Sources and Methods for Adjusting Funding Rates for Local Costs;66
7.2.4;4 Findings;68
7.2.4.1;4.1 Compounded Inequities of High-Poverty High-ELL Districts;69
7.2.4.2;4.2 Differences in Funding Inequities Across States;74
7.2.5;5 Conclusions and Policy Recommendations;75
7.2.5.1;5.1 Include or Increase Adjustments for ELL and Low-Income Students;76
7.2.5.2;5.2 Reduce Student Segregation Across School Districts;76
7.2.5.3;5.3 Track Subgroups of Students Classified as ELL in Federal Datasets;77
7.2.6;References;78
7.3;Assessment and English Language Learners in Special Education;80
7.3.1;1 The Special Education Population in Texas;81
7.3.2;2 Texas High-Stakes Testing for Special Populations;84
7.3.2.1;2.1 History of Assessing English Language Learners in Texas;85
7.3.2.2;2.2 Performance of EWD on Texas Statewide Assessments Over Time;87
7.3.3;3 A Critique of the Current Assessment System for EWD and SWD;88
7.3.3.1;3.1 Standardization Versus Individualization;88
7.3.3.2;3.2 Concerns About Validity;89
7.3.3.3;3.3 Exclusion of Students from Testing;90
7.3.4;4 Improving the Assessment of Students with Disabilities;92
7.3.4.1;4.1 Standardize Disability-Specific Processes;92
7.3.4.2;4.2 Increase Inclusion in Assessments and Reporting;93
7.3.4.3;4.3 Collect Multiple Forms of Data;94
7.3.5;5 Principles for a New Era;95
7.3.5.1;5.1 Authentic, Performance-Based Assessment Alternatives;96
7.3.6;References;97
7.4;To Want the Unwanted: Latinx English Language Learners on the Border;100
7.4.1;1 Introduction;100
7.4.2;2 A Need to Know in the Pursuit of Praxis;102
7.4.3;3 A Dehumanizing Education;103
7.4.4;4 Some Students Not Wanted;104
7.4.5;5 Looking at What Have We Become;105
7.4.6;6 Humanizing Solutions to Transform;106
7.4.7;7 Conclusion: Getting Back Our Humanity in Education;107
7.4.8;References;108
8;Part II: Bilingualism, Biliteracy, and Dual Language Education;112
8.1;Dual Language Education for All;113
8.1.1;References;126
8.2;A More Comprehensive Perspective in Understanding the Development and Learning in Dual Language Learners;128
8.2.1;1 Introduction;128
8.2.2;2 Neural Foundations for Dual Language Learning;130
8.2.3;3 Socio-Cultural Foundations for Dual Language Learning;131
8.2.3.1;3.1 Family Circumstances;131
8.2.3.2;3.2 Formal Care and Education Circumstances;132
8.2.3.3;3.3 Instructional Circumstances;134
8.2.3.4;3.4 Community and Societal Circumstances;135
8.2.4;4 Conclusion: The Implications of This Perspective;136
8.2.5;References;137
8.3;Biliteracy and Translanguaging in Dual-Language Bilingual Education;140
8.3.1;1 Introduction;141
8.3.2;2 Biliteracy and Translanguaging: A Juntos Theory;142
8.3.3;3 The Case Study;144
8.3.4;4 The “Aha Moment”: Developing a Translanguaging Stance;146
8.3.5;5 Biliteracy and a Translanguaging Juntos Design;148
8.3.6;6 Conclusion: Merging Borders to Take Up Students’ Translanguaging Corriente;151
8.3.7;References;152
8.3.7.1;Literature References;153
8.4;Preparing Leaders for Latina/o Academic and Language Success: Frameworks, Perspectives and Strategies;154
8.4.1;1 Introduction;154
8.4.2;2 The Browning of U.S. and Texas Schools;155
8.4.3;3 From Deculturalizing Spaces to Asset-Based Schools;156
8.4.4;4 Preparing Teacher-Leaders and School Leaders for Social Justice;158
8.4.4.1;4.1 Innovative Educator Preparation in Texas;158
8.4.4.2;4.2 Educators as Teacher Leaders;159
8.4.4.3;4.3 Preparing Culturally Responsive School Leaders;160
8.4.5;5 Strategies for Engaging Schools in the Success of Latina/o Students and Families;161
8.4.5.1;5.1 Equity Audits;161
8.4.5.2;5.2 Leaders for Community Engagement;162
8.4.5.3;5.3 Reflective Practitioner Practices;163
8.4.5.4;5.4 Principals as Agents of Support;163
8.4.6;6 Conclusion;164
8.4.7;References;165
9;Part III: Leading the Way to Dual Language Education;168
9.1;Dual Language for All: Central Office Leadership in the El Paso Independent School District;169
9.1.1;1 Introduction;170
9.1.2;2 Emergent Bilinguals and Dual Language Education;171
9.1.3;3 Theoretical Framework;172
9.1.3.1;3.1 Positioning Superintendents as Social Justice Leaders;172
9.1.3.2;3.2 Components of Superintendent Social Justice Leadership;172
9.1.4;4 Methodology;173
9.1.5;5 Findings;174
9.1.5.1;5.1 Setting the Stage: Injustice, Disappearances, and Dual for Some;175
9.1.5.2;5.2 Initial Perspectives and Framing a Crisis;176
9.1.5.3;5.3 Institutional Challenges;176
9.1.5.4;5.4 Rebuilding Trust and Moral Standing;177
9.1.5.5;5.5 Managing Frustration and Building Capacity;178
9.1.6;6 Discussion and Conclusion;179
9.1.7;References;180
9.2;Leading Dual Language: Twenty Years of Innovation in a Borderland Elementary School;183
9.2.1;1 Setting the Stage;185
9.2.2;2 Authentic Leadership;185
9.2.3;3 Authentic and Socially Just Leadership;186
9.2.4;4 Methodology;188
9.2.4.1;4.1 Data Collection and Analysis;188
9.2.4.2;4.2 Setting;188
9.2.5;5 Findings;189
9.2.6;6 Mrs. Lee;189
9.2.7;7 Micro-Case 1: Development and Maintenance of Dual Language Programs;191
9.2.8;8 Micro-Case 2: Merger with Low Performing School;192
9.2.9;9 Merging Authentic and Social Justice Leadership;193
9.2.9.1;9.1 Framing Injustices as Possibilities;193
9.2.9.2;9.2 Advocacy;195
9.2.10;10 Discussion;196
9.2.11;11 Conclusion;198
9.2.12;References;198
9.3;A School Leadership Framework for Dual Language;201
9.3.1;1 Leadership and Dual Language;203
9.3.2;2 Dual Language Social Justice Leadership Framework;204
9.3.2.1;2.1 Operationalizing Social Justice for EBs;204
9.3.2.2;2.2 Social Justice Leadership and Dual Language;206
9.3.3;3 Conclusions;210
9.3.4;References;212
9.4;The Challenges of Recruiting and Retaining Dual Language Teachers;214
9.4.1;1 Introduction;215
9.4.2;2 Framing the Issue;216
9.4.3;3 Methods;217
9.4.3.1;3.1 Context and Participants;217
9.4.3.2;3.2 Measures and Data Collection;217
9.4.3.3;3.3 Data Analysis;218
9.4.4;4 Findings;218
9.4.4.1;4.1 Teacher Recruitment and Retention Plan;218
9.4.4.2;4.2 Staff Selection;219
9.4.4.3;4.3 Positive Workplace Climate;221
9.4.4.4;4.4 Staff Evaluation;222
9.4.5;5 Discussion and Conclusion;222
9.4.5.1;5.1 Shared Responsibility and Shared Problem-Solving;222
9.4.5.2;5.2 Creativity and Flexibility to Increase Pathways for Certification;223
9.4.5.3;5.3 Create Positive Working Conditions;224
9.4.6;References;225
9.5;Implications for the Future;227
9.5.1;1 Final Words on Dual Language Education;228
9.5.2;2 Now Is the Time for Dual Language Education;230
9.5.3;References;231