Creating an Environment Where Language Flourishes
- A Resource for Elementary Classroom Teachers
Dual Language Learners
Socioeconomic Diversity
Successful dual language programs not only value and support the linguistic and cultural diversity of their students but also attend to the socioeconomic diversity that may exist in the school population. In some schools, native English speakers are more likely than English learners to live in economically advantaged homes and to have parents with high levels of formal education (Lindholm-Leary & Block, 2010; Lindholm-Leary & Hernández, 2011); in other schools, there may be more socioeconomic, ethnic, and linguistic diversity within each population. Regardless, all of these differences must be acknowledged and addressed to ensure equitable educational opportunities in the classroom for all students (Gathercole, 2016; Genesee et al., 2006).
Guiding Principles for Dual Language Education 3rd edition (p.11)
Student Demographics
The populations represented in the dual language education model vary considerably by school site.
To maintain an environment of educational and linguistic equity in the classroom and to promote interactions between native and nonnative English speakers, the most desirable ratio is 50% English speakers to 50% partner language speakers. To ensure that there are enough language models of each language to promote interactions between the two groups of students, there should be no more than two thirds speakers of one language to one third speakers of the other language.
Guiding Principles for Dual Language Education 3rd edition (p.18)
African American Students
While there is little research on the literacy and achievement of African American children in immersion programs, there is some research to indicate that these children are not negatively affected and may, in fact, realize positive outcomes in their achievement and attitudes (Haj-Broussard, 2005; Lindholm-Leary & Howard, 2008; Thomas & Collier, 2012).
Guiding Principles for Dual Language Education 3rd edition (p.28)
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Who is a heritage language learner?
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What is the identity of a heritage language Speaker?
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What is language loss?
"What [..] heritage language programs throughout the world show us is that language loss is not irreversible with the dedicated effort of a community of speakers and learners."