NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1120669
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1523-5882
Challenging the Monolingual Paradigm in Secondary Dual-Language Instruction: Reducing Language-as-Problem with the 2-1-L2 Model
Przymus, Steve Daniel
Bilingual Research Journal, v39 n3-4 p279-295 2016
This study reports on an innovative approach to dual-language instruction (DLI) at the secondary-education level and introduces the 2-1-L2 model. The context of the study is an American Government class at a public charter high school in Tucson, Arizona, where the 2-1-L2 model was used for nine weeks to structure daily 90-minute lessons into a 30-minute immersion in English, a 30-minute immersion in Spanish, and a final 30-minute section of hybrid language practices, such as translanguaging (Bhabha, 1994; García & Wei, 2013; Kramsch & Uryu, 2012). The culturally and linguistically diverse participants represented an almost equal division of recursive dynamic bilinguals and dynamic bilinguals, plus an emergent bilingual who had recently moved from Mexico to the United States (García, Kleifgen, & Falchi, 2008; García & Sylvan, 2011). Through the bilingual structure of the 2-1-L2, all students were treated and valued as bilingual content users, as they learned American Government content together, an identity that they claimed for themselves. Findings suggest that the 2-1-L2 model may contribute to providing equal access to world language/English as a Second Language (ESL) instruction for students in content area classes at the secondary level and offer a response to the Language-as-Problem "T(threat)-inversion" (Richard Ruiz, personal communication/lecture PowerPoint slides, August 2013).
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 - Research; Guides - Classroom - Teacher
Education Level: Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona (Tucson)
Grant or Contract Numbers: N/A