'I Feel It's Not about Ability, It's about Power': A Bilingual Teacher's Interpretation of a Gentrifying Two-Way Immersion Program

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  • Additional Information
    • Availability:
      AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: [email protected]; Web site: http://www.aera.net
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Early Childhood Education
      Elementary Education
      Grade 3
      Primary Education
    • Subject Terms:
      Immersion Programs; Bilingual Education; Bilingual Students; Ideology; Hispanic Americans; Minority Group Teachers; Grade 3; Advocacy; Equal Education; Hispanic American Students; Spanish; English; Teacher Role
    • Accession Number:
      10.3102/1880260
    • Abstract:
      As two-way immersion (TWI) programs continue to grow in the U.S., it is urgent that teachers counter deficit ideologies about bilingual children who come marginalized backgrounds. Neoliberalism ideologies have contributed to the growth of TWI programs because parents from mostly white and upper middle-class backgrounds see the economic/global advantage in their children becoming bilingual (Valdez, et al, 2016). This paper examines one teacher's interpretation of a gentrifying TWI program. Data includes researcher fieldnotes, memos, video/audio recordings and informal interviews over the course of 6 weeks in a 3rd grade classroom. Drawing from a Xicana feminist framework, allows us to consider how Latinx teachers have the potential to draw from their identity and experiences to advocate for equitable TWI programs.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      ED629540