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

8 Citations (Scopus)

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

Fingerprint

bilingual education
educator
discourse
language
student
ability
educational program
principal
classroom
teacher
Discourse
Bilingual Education
Dual Language
Bilingual Students
Placement
Educators
Education Program

Keywords

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

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Dual Language Bilingual Education Placement Practices : Educator Discourses About Emergent Bilingual Students in Two Program Types. / Palmer, Deborah K.; Henderson, Kathryn Lynn.

In: International Multilingual Research Journal, Vol. 10, No. 1, 02.01.2016, p. 17-30.

Research output: Contribution to journalArticle

@article{b060c9ee83ea431d975a32dd0468bada,
title = "Dual Language Bilingual Education Placement Practices: Educator Discourses About Emergent Bilingual Students in Two Program Types",
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.",
keywords = "Bilingual education, discourses, dual language, emergent bilingual, placement practices, tracking",
author = "Palmer, {Deborah K.} and Henderson, {Kathryn Lynn}",
year = "2016",
month = "1",
day = "2",
doi = "10.1080/19313152.2015.1118668",
language = "English (US)",
volume = "10",
pages = "17--30",
journal = "International Multilingual Research Journal",
issn = "1931-3152",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Dual Language Bilingual Education Placement Practices

T2 - Educator Discourses About Emergent Bilingual Students in Two Program Types

AU - Palmer, Deborah K.

AU - Henderson, Kathryn Lynn

PY - 2016/1/2

Y1 - 2016/1/2

N2 - 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.

AB - 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.

KW - Bilingual education

KW - discourses

KW - dual language

KW - emergent bilingual

KW - placement practices

KW - tracking

UR - http://www.scopus.com/inward/record.url?scp=84955248850&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84955248850&partnerID=8YFLogxK

U2 - 10.1080/19313152.2015.1118668

DO - 10.1080/19313152.2015.1118668

M3 - Article

VL - 10

SP - 17

EP - 30

JO - International Multilingual Research Journal

JF - International Multilingual Research Journal

SN - 1931-3152

IS - 1

ER -