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ERIC Number: EJ1100545
Record Type: Journal
Publication Date: 2016
Pages: 4
Abstractor: As Provided
ISSN: ISSN-1521-0960
Constructivist Approaches in a Dual-Language Classroom
González-Carriedo, Ricardo; Bustos, Nancy; Ordóñez, Jorge
Multicultural Perspectives, v18 n2 p108-111 2016
Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A