Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community

Pablo C. Ramírez · Lydia Ross

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers’ pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this article, recommendations for effective dual-language secondary classrooms are offered as a way to advance teachers’ pedagogical practices that leverage students’ language repertoire.

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References

2017The translanguaging classroom: leveraging student bilingualism for learning 2001Dual Language Education 2011Educating emergent bilinguals: policies, programs, and practices for English language learners 2013Teacher Agency in Bilingual Spaces 2013Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners 2012Success And Challenges In Dual Language Education 2011Teacher Preparation for Bilingual Student Populations 1995Language Planning Considerations in Indigenous Communities

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