Acceso usuarios
Paulette Andrade
Dual Language Bilingual Education (DLBE) programs have traditionally separated language by time, teacher, or subject matter to protect the minoritized language and safeguard its space in the learning process. However, this strict language separation is not coherent with the languaging practices of individuals who inhabit bi- or multilingual spaces where language fluidity is prevalent. This interview study with teachers and administrators in a dual language program in Texas, close to the border with Mexico, explores the language ideologies of educators related to strict language separation in dual language classrooms. Findings revealed that educators held complex and nuanced language ideologies about language separation in DL classrooms, informed by their knowledge of students served by the school district, the dynamic language practices of their community, the influence of professional development, and district policy requirements. This paper highlights the relevance of context in considering language separation in DLBE programs. Implications for research and language policy are discussed.
