Dual Language Bilingual Education Placement Practices: Educator Discourses About Emergent Bilingual Students in Two Program Types

Deborah K. Palmer, Kathryn Lynn Henderson

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

This article explores the placement practices of students into different educational programs in PreK–first grade, including two bilingual education programs and an ESL “mainstream” classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement resulted in a perception that students were tracked by ability, and educator discourses on student ability reflected long-term consequences of these initial placement practices. We conclude with both theoretical implications and practical suggestions for the development of equitable dual language bilingual education program implementation.

Original languageEnglish (US)
Pages (from-to)17-30
Number of pages14
JournalInternational Multilingual Research Journal
Volume10
Issue number1
DOIs
StatePublished - Jan 2 2016

Keywords

  • Bilingual education
  • discourses
  • dual language
  • emergent bilingual
  • placement practices
  • tracking

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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