Race,Power, and (In)equity Within Two-way Immersion Settings |
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Authors: | Martin Scanlan Deborah Palmer |
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Institution: | (1) Educational Policy and Leadership, College of Education, Marquette University, P.O. Box 1881, Milwaukee, WI 53201-1881, USA;(2) Bilingual/Bicultural Education, University of Texas, Austin, Austin, TX, USA |
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Abstract: | Two-way immersion schools provide a promising model for service delivery to students who are English language learners. With
the goals of bilingualism, academic excellence, and cross cultural appreciation, these schools are designed to build bridges
across linguistically heterogeneous student bodies. Yet while empirical evidence demonstrates that the two-way immersion model
can be effective in these regards, we know little about how such schools address other dimensions of diversity, including
race, ethnicity, class, and disability. This study contributes to filling this gap by critically analyzing these dimensions
in the areas of recruitment and retention in two two-way immersion schools. |
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Keywords: | |
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