ERIC Number: EJ1088047
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 49
Dual Language Bilingual Education Placement Practices: Educator Discourses about Emergent Bilingual Students in Two Program Types
Palmer, Deborah K.; Henderson, Kathryn I.
International Multilingual Research Journal, v10 n1 p17-30 2016
This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement resulted in a perception that students were tracked by ability, and educator discourses on student ability reflected long-term consequences of these initial placement practices. We conclude with both theoretical implications and practical suggestions for the development of equitable dual language bilingual education program implementation.
Descriptors: Bilingualism, Bilingual Education Programs, English (Second Language), Second Language Learning, Elementary School Teachers, Principals, Grade 3, Educational Practices, Program Implementation, Student Placement, Track System (Education), Equal Education, Academic Ability, Mainstreaming, Elementary School Students, Sociocultural Patterns, Discourse Analysis, Sociolinguistics, Spanish Speaking, Observation
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Texas