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ERIC Number: EJ1214895
Record Type: Journal
Publication Date: 2019
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0040-5841
Secondary Dual-Language Learners and Emerging Pedagogies: The Intersectionality of Language, Culture, and Community
Ramirez, Pablo; Ross, Lydia
Theory Into Practice, v58 n2 p176-184 2019
We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers' pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this article, recommendations for effective dual-language secondary classrooms are offered as a way to advance teachers' pedagogical practices that leverage students' language repertoire.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Arizona