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ERIC Number: EJ867865
Record Type: Journal
Publication Date: 2009-Jun
Pages: 26
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0039-8322
Middle-Class English Speakers in a Two-Way Immersion Bilingual Classroom: "Everybody Should Be Listening to Jonathan Right Now..."
Palmer, Deborah K.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v43 n2 p177-202 Jun 2009
Two-way bilingual immersion education, offered in a fast-growing number of primary schools in the United States, provides primary language maintenance to minority language speakers while simultaneously offering an enrichment "foreign" language immersion experience to English-speaking children in the same classroom, generally with the same teacher. This fusion of two different groups of children, two different sets of expectations, is controversial: Is it possible to accomplish both goals at once, or will teacher and program inevitably end up serving the needs of dominant English-speaking children first? The equation is further complicated when the English speakers in a program come from mainly highly educated middle-class families, and the Spanish speakers come from mainly working-class immigrant families, as is the case in many of these programs. Drawing on audio and video data from a year-long study in a second-grade two-way classroom that shares this class gap between language groups, and using a methodology that fuses ethnography and discourse analysis, this article explores the ways English-speaking children can impact classroom conversational dynamics. (Contains 3 footnotes.)
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A