"Eu sei, I Know": Equity and Immigrant Experience in a Portuguese-English Dual Language Bilingual Education Program

Autor/inn/en	Oliveira, Gabrielle; Lima Becker, Mariana; Chang-Bacon, Chris K.
Titel	"Eu sei, I Know": Equity and Immigrant Experience in a Portuguese-English Dual Language Bilingual Education Program
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 3, S.572-598 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Gabrielle) ORCID (Lima Becker, Mariana) ORCID (Chang-Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.589
Schlagwörter	Bilingual Education Programs; Equal Education; Immigrants; Portuguese; English; Language of Instruction; Language Dominance; Massachusetts + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Portugiesischunterricht; English language; Englisch; Teaching language; Unterrichtssprache; Sprachliche Dominanz; Master-Studiengang
Abstract	Recent scholarship reveals how English can be disproportionately privileged in dual language bilingual education (DLBE) programming (Cervantes-Soon et al., 2017; Valdés, 1997). Through a program designed to serve Brazilian (im)migrant populations, this study expands the scope of DLBE research. This study took place in the U.S. state of Massachusetts, which has just emerged from a 15-year period of English-only legislation. It explores language status in a context of Portuguese Brazilian (im)migrant experience that has been largely unexplored in the TESOL literature. The researchers argue that there are three main dynamics of equity and language practices that need examination. While dual language teachers highly valued instruction in Portuguese, not all community stakeholders viewed Portuguese as a valuable language, accentuating inequalities in the experiences of children in the classroom. Brazilian immigrant children actively positioned themselves as experts during Portuguese instruction, however, often, they did not enjoy the attention and support that their English-dominant peers experienced. Finally, Brazilian immigrant students' participation in the Portuguese-led portions of the day was not conducive to further development of their advanced Portuguese knowledge. Through the combination of these dynamics, Brazilian immigrant children elevated the status of the language in their formal instructional environment, but were not themselves afforded a similarly high status. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01